Mathematics

Facilitating Collaborative Inquiry into Practice Around Artifacts of Mathematics Teaching

Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities.

Author/Presenter

Caroline B. Ebby

Brittany Hess

Lizzy Pecora

Jennifer Valerio

Lead Organization(s)
Year
2024
Short Description

Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities.

Does Use of a Hypothetical Learning Progression Promote Learning of the Cardinal-Count Concept and Give-n Performance?

The general aim of the research was to conduct a rare test of the efficacy of hypothetical learning progressions (HLPs) and a basic assumption of basing instruction on HLPs, namely teaching each successive level is more efficacious than skipping lower levels and teaching the target level directly. The specific aim was evaluating whether counting-based cardinality concepts unfold in a stepwise manner. The research involved a pretest—delayed-posttest design with random assignment of 14 preschoolers to two conditions.

Author/Presenter

Arthur J. Baroody

Douglas H. Clements

Julie Sarama

Year
2024
Short Description

The general aim of the research was to conduct a rare test of the efficacy of hypothetical learning progressions (HLPs) and a basic assumption of basing instruction on HLPs, namely teaching each successive level is more efficacious than skipping lower levels and teaching the target level directly. The specific aim was evaluating whether counting-based cardinality concepts unfold in a stepwise manner.

Transforming Learning Opportunities in Linguistically Diverse Secondary Classrooms Through Promoting Discussions: Results of an Intervention

This article presents results from a design experiment intended to develop students’ understanding of linear functions and rates of change in a linguistically diverse ninth grade classroom. The intervention focused on fostering classroom discussions. Students’ pre-post assessment gains were higher in the redesigned classrooms than in the pre-intervention classrooms. Additionally, multilingual students who were classified as English Learners (ELs) made larger gains than their non-EL peers, and the majority of student learning gains occurred on conceptually-focused items.

Author/Presenter

William Zahner

Ernesto Daniel Calleros

Lynda Wynn

Kevin Pelaez

Lead Organization(s)
Year
2024
Short Description

This article presents results from a design experiment intended to develop students’ understanding of linear functions and rates of change in a linguistically diverse ninth grade classroom. The intervention focused on fostering classroom discussions.

VISIONS Project K–12 Resources

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

Author/Presenter

Katherine Mawhinney

Allison McCulloch

Catherine Schwartz

Peter Wilson

Year
2023
Short Description

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

VISIONS Project K–12 Resources

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

Author/Presenter

Katherine Mawhinney

Allison McCulloch

Catherine Schwartz

Peter Wilson

Year
2023
Short Description

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

VISIONS Project K–12 Resources

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

Author/Presenter

Katherine Mawhinney

Allison McCulloch

Catherine Schwartz

Peter Wilson

Year
2023
Short Description

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

VISIONS Project K–12 Resources

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

Author/Presenter

Katherine Mawhinney

Allison McCulloch

Catherine Schwartz

Peter Wilson

Year
2023
Short Description

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.

Together-Juntos Math Professional Learning Modules

These professional learning modules are designed for use by teacher educators, professional development facilitators, teacher leaders, school or district leaders, family engagement coordinators, and those in similar roles in schools and communities. Most of the materials are intended to be implemented with caregivers and teachers together, and some activities are designed for just teachers. They are structured for you to select what is useful and adapt the materials for your own context and the needs of your community.

Author/Presenter

Marta Civil

Rachel Pinnow

Beatriz Quintos Alonso

Year
2024
Short Description

These professional learning modules are designed for use by teacher educators, professional development facilitators, teacher leaders, school or district leaders, family engagement coordinators, and those in similar roles in schools and communities. Most of the materials are intended to be implemented with caregivers and teachers together, and some activities are designed for just teachers. They are structured for you to select what is useful and adapt the materials for your own context and the needs of your community.

Together-Juntos Math Professional Learning Modules

These professional learning modules are designed for use by teacher educators, professional development facilitators, teacher leaders, school or district leaders, family engagement coordinators, and those in similar roles in schools and communities. Most of the materials are intended to be implemented with caregivers and teachers together, and some activities are designed for just teachers. They are structured for you to select what is useful and adapt the materials for your own context and the needs of your community.

Author/Presenter

Marta Civil

Rachel Pinnow

Beatriz Quintos Alonso

Year
2024
Short Description

These professional learning modules are designed for use by teacher educators, professional development facilitators, teacher leaders, school or district leaders, family engagement coordinators, and those in similar roles in schools and communities. Most of the materials are intended to be implemented with caregivers and teachers together, and some activities are designed for just teachers. They are structured for you to select what is useful and adapt the materials for your own context and the needs of your community.

Together-Juntos Math Professional Learning Modules

These professional learning modules are designed for use by teacher educators, professional development facilitators, teacher leaders, school or district leaders, family engagement coordinators, and those in similar roles in schools and communities. Most of the materials are intended to be implemented with caregivers and teachers together, and some activities are designed for just teachers. They are structured for you to select what is useful and adapt the materials for your own context and the needs of your community.

Author/Presenter

Marta Civil

Rachel Pinnow

Beatriz Quintos Alonso

Year
2024
Short Description

These professional learning modules are designed for use by teacher educators, professional development facilitators, teacher leaders, school or district leaders, family engagement coordinators, and those in similar roles in schools and communities. Most of the materials are intended to be implemented with caregivers and teachers together, and some activities are designed for just teachers. They are structured for you to select what is useful and adapt the materials for your own context and the needs of your community.