Join a discussion about co-design approaches that can help ensure that educational innovations are designed and used to support teaching and learning in early childhood.
Engage with presenters as they discuss assessment and rubrics designed to measure secondary teachers’ mathematical habits of mind.
Work in secondary mathematics education takes many approaches to content, pedagogy, professional development and assessment. This session aims to illuminate the richness of hte content of secondary mathematics and the field of secondary mathematics education by sharing two such approaches and reflecting on the differences and commonalities between the two.
Consider multiple approaches to valuing, supporting, and studying the diversity of students’ solutions to design problems through poster presentations and small-group discussion.
“Solution diversity” has been proposed as one key characteristic that distinguishes engineering design from other disciplinary pursuits. Engineering designers recognize that for any design problem, there will be multiple acceptable solutions, and informed designers have been found to strive for “idea fluency” through divergent thinking techniques that assist them in exploring the design space (Crismond & Adams, 2012).
On July 15-17, 2012 the United States National Commission on Mathematics Instruction and Seoul National University held a joint Korea-U.S. workshop on Mathematics Teaching and Curriculum. The workshop was organized to address questions and issues related to math teaching and curriculum that were generated by each country, including the following: What are the main concerns in the development of the curriculum? What issues have been discussed or debated among curriculum developers, teachers, teacher educators, and scholars regarding the curriculum?
On July 15-17, 2012 the United States National Commission on Mathematics Instruction and Seoul National University held a joint Korea-U.S. workshop on Mathematics Teaching and Curriculum. The workshop was organized to address questions and issues related to math teaching and curriculum that were generated by each country. This report summarizes the presentations and discussions at the workshop.
Inquiry-based educative curricula and teachers who use these curricula as intended are major factors in achieving successful student learning outcomes in science. Educative curricula can also bring about significant change in teacher practice. Educative curricula are generally accompanied by carefully designed print teacher guides that facilitate the implementation of curricula, encourage new instructional strategies, and accommodate curriculum modifications while retaining fidelity to the developers’ content sequencing and pedagogy.
An electronic teacher guide (eTG) was developed to determine whether a digital guide could better support teachers in implementing an inquiry-based curriculum and in enhancing their practice. Developed as a proof-of-concept exemplar, features of the eTG support high school teachers in planning, implementing, and modifying innovative instructional materials and in developing more ambitious teaching practices.
This brief gives an overview—and by no means a comprehensive one—of several NGSS-aligned projects in the areas of curriculum, instruction, assessment, and professional development.