Mathematics

#BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education

Much of the research in science education that explores the influence of a racial and gendered identity on science, technology, engineering, and mathematics (STEM) engagement for Black women situate their identities primarily as responses to the oppression and struggles they face in STEM. In this study, we use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development and engagement.

Author/Presenter: 
Terrell R. Morton
Eileen C. Parsons
Lead Organization(s): 
Year: 
2018
Short Description: 
In this study, authors use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development and engagement.
Resource Type: 
Publication

Lesson Study Design Features for Supporting Collaborative Teacher Learning

Teacher learning communities have been promoted as a promising approach to promote systemwide improvement of teaching and student learning. However, our knowledge about what design features of collaborative learning processes in teacher groups support teacher learning is still limited.

Lead Organization(s): 
Year: 
2019
Short Description: 
Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the quality of materials, and duration of lesson study were significantly associated with teacher participation in an effective inquiry process, which in turn is associated with perceived positive changes in teacher knowledge, self-efficacy, and expectation.

Integrating STEM into Preschool Education: Designing a Professional Development Model in Diverse Settings

High quality early childhood education and science, technology, engineering, and mathematics (STEM) learning have gained recognition as key levers in the progress toward high quality education for all students. STEM activities can be an effective platform for providing rich learning experiences that are accessible to dual language learners and students from all backgrounds. To do this well, teachers need professional development on how to integrate STEM into preschool curricula, and how to design experiences that support the dual language learners in the classroom.

Lead Organization(s): 
Year: 
2018
Short Description: 
In this article, the authors outline the main components and the iterative design process we undertook to ensure that the professional supports are relevant and effective for teachers and children.

Illuminating Fractional Reasoning of Students with Learning Disabilities

Making sense of fractions can be challenging for students with learning disabilities. Dr. Jessica Hunt of North Carolina State University studies how these children think and learn and is developing novel teaching methods that facilitate mathematics learning for this underserved population.

Year: 
2018
Short Description: 
Dr. Jessica Hunt studies how these children think and learn and is developing novel teaching methods that facilitate mathematics learning for students with learning disabilities.
Resource(s): 

Validation: A Burgeoning Methodology for Mathematics Education Scholarship

Validity-related issues are a growing topic within the mathematics education community. Until recently, validation has been treated as something to gather when convenient or is rarely reported in ways that conform to current standards for assessment development. This theoretically-focused proceeding adds to a burgeoning theoretical argument that validation should be considered a methodology within mathematics education scholarship. We connect to design-science research, which is a well-established framework within mathematics education.

Lead Organization(s): 
Year: 
2018
Short Description: 
The goal for this proceeding is to foster the conversation about validation using examples and to communicate information about validation in ways that are broadly accessible.

Content validity evidence for new problem-solving measures (PSM3, PSM4, and PSM5)

Bostic, J., Matney, G., Sondergeld, T., & Stone, G. (2018, November). Content validity evidence for new problem-solving measures (PSM3, PSM4, and PSM5). In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings for the 40h Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1641). Greenville, SC.

Lead Organization(s): 
Year: 
2018
Short Description: 
The study’s purpose is to describe content validity evidence related to new problem-solving measures currently under development.

Transitioning from textbook to classroom instruction in mathematics: The case of an expert Chinese teacher

This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction. Our video analysis indicates that both textbook and enacted teaching included only one worked example; however, the teacher engaged students in unpacking the example in great depth. Both the textbook and the enacted teaching showed “concreteness fading” in students’ use of representations. However, the Chinese teacher incorporated students’ self-generated representations and facilitated students’ active modeling of quantitative relationships.
Lead Organization(s): 
Year: 
2018
Short Description: 
This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction.
Resource(s): 

Modeling with tape diagrams

Two teachers use a powerful, challenging tool in their Chinese classrooms to build, ensure, and solidify students’ understanding of quantitative relationships.
 
Ding, M. (2018). Modeling with tape diagrams. Teaching Children Mathematics, 25, 158-165. doi: 10.5951/teacchilmath.25.3.0158
Lead Organization(s): 
Year: 
2018
Short Description: 
This article describes a tool to build, ensure, and solidify students’ understanding of quantitative relationships.
Resource(s): 

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