Mathematics

Despite significant interest in Career and Technical Education (CTE), little is known about CTE teachers. Using ten years of Maryland administrative data, we find that almost one-fifth of CTE teachers enter the profession with a high school diploma or associate’s degree, reflecting state policies allowing trade/industry professional experience to substitute for higher degrees. Relatedly, CTE teachers are roughly twice as likely as non-CTE teachers to enter through alternative licensure pathways that bypass traditional teacher education (68% vs. 36%).

Over the last decade, reform in science education has placed an emphasis on the science practices as a way to engage students in the process of science and improve scientific literacy. A critical component of developing scientific literacy is learning to apply quantitative reasoning to authentic scientific phenomena and problems. Students need practice moving fluidly (or fluently) between math and science to develop a habit of mind that encourages the application of quantitative reasoning to real-world scenarios.

This article explores how multicultural children’s literature for elementary classrooms can be leveraged to develop students’ mathematical understanding and foster positive math identities, particularly for multilingual learners. By integrating diverse stories into mathematics instruction, teachers can create culturally relevant contexts that invite meaningful problem-solving in tandem with rich mathematical discourse.

The significance of children’s mathematical competence during the early years is well established; however, the methods for developing such competencies remain less understood. Specifically, there is a need to identify what constitutes high-quality educational environments and effective instruction.

This study investigates the shifts in high school mathematics teachers’ instructional practices when working with emergent bilinguals (EBs) after participating in a collaborative situated professional development (CSPD) program alongside researchers. Over the course of one academic year, the teachers engaged in co-planning, co-teaching, and co-reflecting sessions with the research team while integrating research-based strategies to support EBs in learning mathematics. The CSPD also emphasized implementing cognitively demanding and contextually relevant mathematical tasks.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.