Teacher Practice

The purpose of this study is to explore if and how different types of video annotations support pre-service teachers (PSTs) in learning how to notice student multimodal, or verbal and non-verbal, mathematical thinking. We implemented a video club intervention in a middle grades mathematics methods class. We asked PSTs to annotate classroom videos using two types of annotations. The first type was a pinning tool, which allowed the PSTs to mark video timestamps. The second type was a drawing tool, which allowed PSTs to draw directly on the video.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

This study centers the idea that it is not just what science teacher educators (STEs) teach, but how they teach it, that matters. To prepare future teachers who can enact more equitable and transformative reform-oriented science instruction with multilingual learners, research must explore what STEs are doing, and how, to develop preservice teachers' expansive views of language and understandings around the nuanced ways students might use their diverse language repertoires for sensemaking.

An essential aspect of mathematics teacher education is the development of professional noticing. A 360 video is a new technology that can aid in developing mathematical teacher noticing. This study examines the relationship between preservice teachers' noticing of mathematical student thinking and the variation in their physical focusing behavior of 360 videos. Researchers used a convergent mixed methods design to examine the level of professional noticing with participants' 360 video viewing behavior.

This article examines the opportunities for reasoning and proving (ORP) embedded in mathematical tasks designed by secondary prospective mathematics teachers (PSTs) in a capstone course, Mathematical Reasoning and Proving for Secondary Teachers. Drawing upon the commognitive framework, we establish a unified conceptualization for examining the mathematical reasoning processes and the logic-related constructs embedded in mathematical tasks.

This resource presents and describes a model for teaching and learning mathematics responsively in the elementary and middle grades. Developed through the Responsive Math Teaching (RMT) project—a seven-year collaboration between teachers, teacher leaders, school and district administrators, and researchers from a network of K-8 urban schools—this book equips any mathematics educator with the tools to enhance instruction and increase equitable outcomes for students and communities historically underrepresented in mathematics.

Preservice elementary science teachers' beliefs and practices influence the kinds of adaptations they make to curriculum materials and the extent to which they are able to enact justice-oriented science lessons. Through this qualitative study, we explored the beliefs and practices of five focal preservice teachers through an analysis of their lesson plans, recorded enactments, and interviews about their science teaching throughout their student teaching experience.