Mathematics

Situating Teacher Movement, Space, and Relationships to Pedagogy: A Visual Method and Framework

In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time comprised of four salient characteristics within lessons: trails, landmarks, material routines, and circulation patterns.

Author/Presenter

Ben Rydal Shapiro

Ilana Seidel Horn

Sierra Gilliam

Brette Garner

Year
2024
Short Description

In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.”

Supporting Students’ Participation in Collective Argumentation: Use of Displays in a Secondary Mathematics Classroom

Thoughtful and purposeful displays can support students’ participation in argumentation. This report addresses how displays are used within collective argumentation. We examined a secondary mathematics teacher’s and her students’ use of displays during selected episodes of collective argumentation. From video classroom observations and interviews with the teacher, we extracted several kinds of displays according to their functions and then investigated how these displays supported collective argumentation as direct contributions to the argument or actions supporting the argumentation.

Author/Presenter

Jonathan Foster

AnnaMarie Conner

Yuling Zhuang

Laura Singletary

Hyejin Park

Lead Organization(s)
Year
2024
Short Description

Thoughtful and purposeful displays can support students’ participation in argumentation. This report addresses how displays are used within collective argumentation. We examined a secondary mathematics teacher’s and her students’ use of displays during selected episodes of collective argumentation.

Investigating the Complexity in Elementary Teachers’ Noticing of Children’s Mathematical Thinking in Written Work

This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the influences of teachers’ culturalhistorical backgrounds, attitudes, dispositions, interactions with students, and other situated elements of teaching on noticing mathematical thinking. Interviews used a think-aloud method to capture real-time framing as teachers observed children’s thinking on the same problem, using written work from their own and unfamiliar classrooms.

Author/Presenter

Naomi Jessup

Lead Organization(s)
Year
2024
Short Description

This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the influences of teachers’ culturalhistorical backgrounds, attitudes, dispositions, interactions with students, and other situated elements of teaching on noticing mathematical thinking.

“I Really Got to Think About My Background, Their Background, and How Do We Come Together on Something?”: One Emergent Mathematics Teacher Leader's Reflexive Journey with Social Justice Mathematics

This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where students simultaneously learn dominant mathematics and explore social injustices to take action toward justice. Using Rodriguez's (Journal of Research in Science Teaching, 1998, 35, 589–622) sociotransformative constructivism framework, findings illuminate how dialogic conversation, authentic activity, and metacognition supported Mr.

Author/Presenter

Kari Kokka

Year
2024
Short Description

This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where students simultaneously learn dominant mathematics and explore social injustices to take action toward justice.

Toward a Better Understanding of the Nature of Pedagogical Content Knowledge for Fractions: The Role of Experience

Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment. The PCK-Fractions measure is designed to examine the effectiveness of teacher education program and field experiences in facilitating preservice teachers’ (PSTs) PCK for children’s fraction reasoning in grades 4–6.

Author/Presenter

Maryam Zolfaghari

Karl Kosko

Christine Austin

Lead Organization(s)
Year
2024
Short Description

Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment.

Shining Light on Preschool Science Investigations: Exploring Shadows and Strengthening Visual Spatial Skills

Young children are naturally interested in light and shadows, thus providing a meaningful context to introduce preschool science investigations. As children explore how shadows are made and change, they also have opportunities to develop math skills, specifically visual spatial awareness. In this article, we describe a set of light and shadows activities. Through these playful hands-on and digital app investigations, children explore how shadows are made and change.

Author/Presenter

Danae Kamdar

Tiffany Leones

Regan Vidiksis

Ximena Dominguez

Year
2024
Short Description

Young children are naturally interested in light and shadows, thus providing a meaningful context to introduce preschool science investigations. As children explore how shadows are made and change, they also have opportunities to develop math skills, specifically visual spatial awareness. In this article, we describe a set of light and shadows activities.

Validity Evidence of the Use of Quantitative Measures of Students in Elementary Mathematics Education

Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement.

Author/Presenter

Marsha Ing

Karl W. Kosko

Cindy Jong

Jeffrey C. Shih

Year
2024
Short Description

This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement.

Validity Evidence of the Use of Quantitative Measures of Students in Elementary Mathematics Education

Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement.

Author/Presenter

Marsha Ing

Karl W. Kosko

Cindy Jong

Jeffrey C. Shih

Year
2024
Short Description

This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement.

Demands, Tensions, and Resources When Implementing Ambitious Mathematics

In this article, we explore demands and tensions involved when schools implement ambitious mathematics teaching (AMT). Following a description of a framework that distinguishes between internal and external demands, we characterize the tension between these in terms of alignment, balance, and buffering, which collectively speak to coherence. We then describe AMT and how it represents a departure from traditional mathematics instruction found in most countries.

Author/Presenter

Jeffrey Choppin

Christine Green

William Zahner

Year
2024
Short Description

In this article, we explore demands and tensions involved when schools implement ambitious mathematics teaching (AMT).

Parents and Teachers Collaborating to Disrupt Asymmetrical Power Positions in Mathematics Education

This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics education, they have not been integrated in a parent-teacher partnership program aimed at enhancing collaboration between multilingual families and teachers.

Author/Presenter

Beatriz Quintos

Erin Turner

Marta Civil

Year
2024
Short Description

This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics education, they have not been integrated in a parent-teacher partnership program aimed at enhancing collaboration between multilingual families and teachers.