Mathematics

Pre-service K-8 Teachers’ Professional Noticing and Strategy Evaluation Skills: An Exploratory Study

This study sheds light on three teaching competencies: Pre-service teachers’ (PSTs’) professional noticing of student mathematical reasoning and strategies, their ability to assess the validity of student reasoning and strategies, and to select student strategy for class discussion. Our results reveal that PSTs with strong awareness of mathematically significant aspects of student reasoning and strategies (focused noticing) were better positioned to assess the validity of student reasoning and strategies.

Author/Presenter: 
Vecihi S. Zambak
Marta T. Magiera
Lead Organization(s): 
Year: 
2018
Short Description: 
This study sheds light on three teaching competencies: Pre-service teachers’ (PSTs’) professional noticing of student mathematical reasoning and strategies, their ability to assess the validity of student reasoning and strategies, and to select student strategy for class discussion.

Middle school teachers’ differing perceptions and use of curriculum materials and the common core

Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated. Adapting a noticing framework and models of dialogic instruction and direct instruction, teachers’ noticing practices with curriculum materials and the CCSSM when planning, enacting, and reflecting on lessons were examined.
Author/Presenter: 
Amy Roth McDuffie
Jeffrey Choppin
Corey Drake
Jon D. Davis
Jennifer Brown
Year: 
2018
Short Description: 
Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated.

Teaching of the associative property: A natural classroom investigation

In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district. Findings indicate that the associative property was often conflated with the commutative property during teaching. The role of the associative property in many computational tasks remained fully implicit, even after the property had been formally introduced.

Author/Presenter: 
Eli Barnett
Meixia Ding
Lead Organization(s): 
Year: 
2018
Short Description: 
In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district.

Examining the career paths of doctorates in mathematics education working in institutions of higher education

This article focuses on the career paths in higher education taken by 351 doctoral graduates in mathematics education and provides insight into their career path and their resulting workload. Because some of the sample is drawn from graduates of programs with NSF funding related to doctoral preparation, it represents a best-case scenario of doctoral preparation experiences.

Author/Presenter: 
Jeffrey C. Shih
Robert E. Reys
Barbara J. Reys
Christopher Engledowl
Lead Organization(s): 
Year: 
2018
Short Description: 
This article focuses on the career paths in higher education taken by 351 doctoral graduates in mathematics education and provides insight into their career path and their resulting workload.

The complex interplay between examples and proving: Where are we and where should we head?

Our work suggests re-conceptualization of research concerning students’ over reliance on example-based reasoning, moving from a view of such reasoning as a stumbling block to quickly overcome toward a view of such reasoning as a necessary and critical foundation in learning to prove. We have extended prior research and have developed a comprehensive analytic framework (CAPS: Criteria-Affordances-Purposes-Strategies) for characterizing and making sense of the roles and uses of examples in proving-related activities of secondary school students, undergraduate students, and mathematicians.
Author/Presenter: 
Orit Zaslavsky
Eric Knuth
Lead Organization(s): 
Year: 
2018
Short Description: 
Our work suggests re-conceptualization of research concerning students’ over reliance on example-based reasoning, moving from a view of such reasoning as a stumbling block to quickly overcome toward a view of such reasoning as a necessary and critical foundation in learning to prove.

Considerations for STEM Education from PreK through Grade 3

Early Learning Brief

Author/Presenter: 
Julie Sarama
Douglas Clements
Natalie Nielsen
Maria Blanton
Nancy Romance
Mark Hoover
Carolyn Staudt
Arthur Baroody
Christine McWayne
Catherine McCulloch
Year: 
2018
Short Description: 
This brief draws on research supported by the National Science Foundation to highlight important considerations for educators and others who design and provide STEM educational experiences for young children.

Research Council on Mathematics Learning 2019 RCML Annual Conference; Charlotte, NC

Event Date: 
Thu, 02/28/2019 (All day) to Sat, 03/02/2019 (All day)

To learn more, visit https://www.rcml-math.org/upcoming-conference.

DRK-12 Presenters:

  • Eloise Aniag Kuehnert, Lindsey Perry, and Leanne Ketterlin Geller, Southern Methodist University
Event Type: 
Discipline / Topic: 

National Council of Supervisors of Mathematics 2019 NCSM Annual Conference; San Diego, CA

Event Date: 
Mon, 04/01/2019 (All day) to Wed, 04/03/2019 (All day)

To learn more, visit https://www.mathedleadership.org/events/conferences/SD2/index.html.

DRK-12 Presenters:

  • Nicholas Kochmanski, Vanderbilt University; Jessica Slayton and Tyrunya Goodwin, Metro Nashville Public Schools
Event Type: 
Discipline / Topic: 

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