Mathematics

Teachers’ orientations toward using student mathematical thinking as a resource during whole-class discussion

Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student thinking as a resource is understanding their related orientations.

Author/Presenter: 
Shari L. Stockero
Keith R. Leatham
Mary A. Ochieng
Laura R. Van Zoest
Blake E. Peterson
Year: 
2018
Short Description: 
The purpose of this study is to characterize teachers’ orientations toward using student mathematical thinking as a resource during whole-class instruction.

A framework for characterizing students’ cognitive processes related to informal best fit lines

Informal best fit lines frequently appear in school curricula. Previous research collectively illustrates that the adjective informal does not translate to cognitive simplicity. Using existing literature, we create a hypothetical framework of cognitive processes associated with studying informal best fit lines. We refine the framework using data from a cycle of design-based research about building students’ understanding of covariation.

Author/Presenter: 
Randall E. Groth
Matthew Jones
Mary Knaub
Lead Organization(s): 
Year: 
2018
Short Description: 
Using existing literature, authors create a hypothetical framework of cognitive processes associated with studying informal best fit lines and refine the framework using data from a cycle of design-based research about building students’ understanding of covariation.

A Handbook and Tool for Uncovering Children’s Conceptions of Fractions

Understand students’ fraction concepts through interview tasks.  Includes tasks and guide to record student thinking.

Author/Presenter: 
Jessica Hunt
Year: 
2015
Short Description: 
Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.

Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties

Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students may face understanding fraction concepts. One way to characterize such conceptions is through the creation of a framework that depicts key understandings evidenced as students work with problematic situations.

Author/Presenter: 
Jessica H. Hunt
Jasmine J. Welch-Ptak
Juanita M. Silva
Year: 
2016
Short Description: 
This study extends current literature by presenting key understandings of fractions, documented through problem-solving activity, language, representations, and operations, evidenced by students with LD and mathematics difficulties as they engaged with equal sharing problems.

Productive Struggle for All: Differentiated Instruction

Lynch, S., Hunt, J.H., & Lewis, K. (2018). Productive struggle for all: Differentiated instruction. Mathematics Teaching in the Middle School, 24(4), 194-201.

Author/Presenter: 
Sararose D. Lynch
Jessica H. Hunt
Katherine E. Lewis
Year: 
2018
Short Description: 
This article looks at strategies that create access while maintaining the cognitive demand of a mathematics task.

Rehumanizing the Mathematics Education of Students with Disabilities: Critical Perspectives on Research and Practice

Lambert, R., Tan,  P., Hunt, J. H., & Candella, A. (2018). Re-humanizing the mathematics education of students with disabilities: Critical perspectives on research and practice. Investigations in Mathematics Learning, 10(3), 129-132.

Author/Presenter: 
Rachel Lambert
Paulo Tan
Jessica Hunt
Amber G. Candela
Year: 
2018
Short Description: 
This editorial is part of a special issue of Investigations in Mathematics Learning Critical Approaches that was inspired by a Disability in Mathematics Education working group.

Think-Pair-Show-Share to Increase Classroom Discourse

Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.

Hunt, J. H., MacDonald, B., Lambert, R., Sugita, T., & Silva, J. (2018). Think, pair, show, share to increase classroom discourse. Teaching Children Mathematics (Focus Issue-Invited contribution), 25(2), 80-84.

Author/Presenter: 
Jessica H. Hunt
Beth MacDonald
Rachel Lambert
Trisha Sugita
Juanita Silva
Year: 
2018
Short Description: 
The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.

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.

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