Mathematics

Analyzing Teacher Learning in a Research Practice Partnership

Teachers are increasingly participating in RPPs with the goal of improving their schools and districts. This context provides teachers with unique learning opportunities as they directly take part in district-level instructional improvement work. However, we know little about what teachers learn from their involvement in RPPs. This study explores teacher learning over the course of the first year of a multiyear RPP which involves a group of elementary teachers and a team of researchers from a local university.

Author/Presenter

Enisa Selimbegovic Akgul

Alison Castro Superfine

Year
2023
Short Description

Teachers are increasingly participating in RPPs with the goal of improving their schools and districts. However, we know little about what teachers learn from their involvement in RPPs. This study explores teacher learning over the course of the first year of a multiyear RPP which involves a group of elementary teachers and a team of researchers from a local university.

Technology-based Innovative Assessment

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Author/Presenter

Xiaoming Zhai

Eric Wiebe

Year
2023
Short Description

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Technology-based Innovative Assessment

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Author/Presenter

Xiaoming Zhai

Eric Wiebe

Year
2023
Short Description

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Technology-based Innovative Assessment

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Author/Presenter

Xiaoming Zhai

Eric Wiebe

Year
2023
Short Description

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Technology-based Innovative Assessment

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Author/Presenter

Xiaoming Zhai

Eric Wiebe

Year
2023
Short Description

This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and automaticity to review the technological developments of innovative assessments and identify how they have been advanced to meet researcher and practitioner needs.

Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-service Teachers’ Sense-Making

When pressing societal challenges (e.g., COVID-19, access to clean water) are sidelined in science classrooms, science education fails to leverage the knowledge and experiences of minoritized students in school, thus reproducing injustices in society. Our conceptual framework for justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to pressing societal challenges and their disproportionate impact on minoritized groups.

Author/Presenter

Scott E. Grapin

Alison Haas

N’Dyah McCoy

Okhee Lee

Year
2023
Short Description

Our conceptual framework for justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to pressing societal challenges and their disproportionate impact on minoritized groups. In the first part of this article, we extend our conceptual framework by articulating the affordances of justice-centered STEM education for one minoritized student group that has been traditionally denied meaningful STEM learning experiences: multilingual learners (MLs). In the second part of the article, we report on an initial inquiry into how 14 undergraduate pre-service teachers made sense of our conceptual framework after participating in lessons from our COVID-19 instructional unit.

Characterizing Mathematics Teacher Learning Patterns Through Collegial Conversation in a Community of Practice

We examined secondary (6-12) mathematics teachers’ participation in a professional development (PD) model where they collectively investigated video cases of students engaging with ambitious instructional materials. We leveraged frame analysis, frame processes, and the Teaching for Robust Understanding framework to characterize the learning of professional learning communities. We found that teacher learning was supported within collegial environments where teachers respectfully challenged or transformed ideas on how to solve problems of practice.

Author/Presenter

Joseph DiNapoli

Amy Daniel

Helene S. Leonard

Youngjun Kim

Victoria D. Bonaccorso

Eileen Murray

Lead Organization(s)
Year
2023
Short Description

We examined secondary (6-12) mathematics teachers’ participation in a professional development (PD) model where they collectively investigated video cases of students engaging with ambitious instructional materials. We leveraged frame analysis, frame processes, and the Teaching for Robust Understanding framework to characterize the learning of professional learning communities.

Scaling STEM-ID—Research Strategies to Inform Initial Scaling of Middle School Engineering Curricula

This work-in-progress paper discusses ****, a three-year middle school Engineering and Technology course sequence that integrates foundational mathematics and science in an engineering context through challenges that introduce students to advanced manufacturing tools such as computer aided design (CAD) and 3D printing and incorporate engineering concepts such as pneumatics, aeronautics, and robotics. The paper will describe research strategies informing the initial scaling of the **** curricula following its iterative development over several years in a previous large-scale project.

Author/Presenter

Dyanne Baptiste Porter

Jessica D Gale

Meltem Alemdar

Sunni Haag Newton

Abeera P. Rehmat

Talia Capozzoli

Jeffrey H Rosen

Jasmine Choi

Roxanne Moore

Year
2023
Short Description

This work-in-progress paper discusses a three-year middle school Engineering and Technology course sequence that integrates foundational mathematics and science in an engineering context through challenges that introduce students to advanced manufacturing tools such as computer aided design (CAD) and 3D printing and incorporate engineering concepts such as pneumatics, aeronautics, and robotics.

Multilingual Classrooms: Development of an Observational Analytic Tool to Examine Mathematics Instruction

This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual student learning. The aim of this process is to (a) combine existing rubrics that capture teaching strategies and positioning construct protocol, (b) test the combined rubric in multiple elementary classroom settings, (c) revise the rubric in light of testing to create a more consistent version, and (d) retest with a larger sample of classrooms.

Author/Presenter

Michael W. Krell

Abigayle Dirdak

Beatriz Quintos

Jonee Wilson

M. Alejandra Sorto

Claudia Galindo

Lead Organization(s)
Year
2023
Short Description

This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual student learning.

Multilingual Classrooms: Development of an Observational Analytic Tool to Examine Mathematics Instruction

This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual student learning. The aim of this process is to (a) combine existing rubrics that capture teaching strategies and positioning construct protocol, (b) test the combined rubric in multiple elementary classroom settings, (c) revise the rubric in light of testing to create a more consistent version, and (d) retest with a larger sample of classrooms.

Author/Presenter

Michael W. Krell

Abigayle Dirdak

Beatriz Quintos

Jonee Wilson

M. Alejandra Sorto

Claudia Galindo

Lead Organization(s)
Year
2023
Short Description

This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual student learning.