Classroom Practice

“This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment

Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment. Research in Science Education.

Author/Presenter

Lama Z. Jaber

Elizabeth Hufnagel

Jennifer Radoff

Year
2019
Short Description

This article discusses supporting inquiry in an online learning environment.

Growth in children’s understanding of generalizing and representing mathematical structure and relationships

We share here results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5.

Author/Presenter

Maria Blanton

Isil Isler-Baykal

Rena Stroud

Ana Stephens

Eric Knuth

Angela Murphy Gardiner

Lead Organization(s)
Year
2019
Short Description

Authors share results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5.

Growth in children’s understanding of generalizing and representing mathematical structure and relationships

We share here results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5.

Author/Presenter

Maria Blanton

Isil Isler-Baykal

Rena Stroud

Ana Stephens

Eric Knuth

Angela Murphy Gardiner

Lead Organization(s)
Year
2019
Short Description

Authors share results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5.

Simulations as a Tool for Practicing Questioning

In this chapter we discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions. We share data from a research project in which we implemented multiple iterations of a set of simulated teaching experiences in an elementary mathematics methods course. In each experience, preservice teachers contrasted the consequences of different pedagogical choices in response to a particular example of student thinking.

Author/Presenter

Corey Webel

Kimberly Conner

Wenmin Zhao

Lead Organization(s)
Year
2018
Short Description

Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.

What Can We Learn from Correct Answers?

Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most students solve a problem correctly.

Ebby, C. B., Hulbert, E. T., and Fletcher, N. (2019). What can we learn from correct answers? Teaching Children Mathematics, 25(6), 346-353.

Author/Presenter

Caroline B. Ebby

Elizabeth T. Hulbert

Nicole Fletcher

Lead Organization(s)
Year
2019
Short Description

This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.

Theorizing Reciprocal Noticing with Non-dominant Students in Mathematics

In this paper, I theorize reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts. Findings from a unit on measuring time implemented in two classrooms with non-dominant students illustrate how teachers and students—through their reciprocal noticing—mobilize concepts back to previous understandings and forward to possible new meanings.

Author/Presenter

Higinio Dominguez

Lead Organization(s)
Year
2019
Short Description

In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts.

What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school. First, we interviewed 22 middle and high school students who varied in their level of engagement and disengagement. Support from adults and peers, opportunities to make choices, and external incentives aligned with greater engagement. In contrast, a strict disciplinary structure, an irrelevant and boring curriculum, disengaged peers, and lack of respect by adults coincided with greater disengagement.

Author/Presenter

Jennifer A. Fredricks

Alyssa K. Parr

Jamie L. Amemiya

Ming-Te Wang

Scott Brauer

Lead Organization(s)
Year
2019
Short Description

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.

Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices

Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students’ emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom. We also examined whether these associations differed by student gender and prior mathematics achievement.

Author/Presenter

Alyssa Parr

Jamie Amemiya

Ming-Te Wang

Lead Organization(s)
Year
2018
Short Description

Authors examine how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom.

Does student-centered instruction engage students differently? The moderation effect of student ethnicity

Student-centered instruction is featured in reforms that aim to improve excellence and equity in mathematics education. Although research on stereotype threat suggests that student-centered instruction may have differential effects on racial minority students, the relationship between student-centered mathematics instruction and student engagement remains understudied.

Author/Presenter

Eli Talbert

Tara Hofkens

Ming-Te Wang

Lead Organization(s)
Year
2018
Short Description

This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by ethnicity.