Chapter to appear in C. Malloy (Series Editor) Mathematics for all: Instructional strategies for diverse classrooms, Grades 6-8. Reston, VA: NCTM.
Chapter to appear in C. Malloy (Series Editor) Mathematics for all: Instructional strategies for diverse classrooms, Grades 6-8. Reston, VA: NCTM.
This session presents an instrument for measuring preservice elementary teachers’ application of instructional planning practices and discusses the relationship between these practices and teachers’ knowledge.
In this session, participants explore analytical language developed to “unpack” core practices in mathematics teaching (e.g., leading discussion) when guiding teacher learning and supporting assessment across contexts.
Three DR-K12 projects investigating the implementation of mathematics professional
development programs by district-based facilitators discuss with participants their approaches to assessing fidelity and preliminary findings.
Three DR-K12 projects investigating the implementation of mathematics professional
development programs by district-based facilitators discuss with participants their approaches to assessing fidelity and preliminary findings.
Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with mathematics teachers, school leaders, and district leaders in four urban school districts in the US.
Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarize current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We draw on an ongoing collaboration with mathematics teachers, school leaders, and district leaders in four urban school districts in the US.
Thinking with Data (TWD) is an Instructional Materials Design (IMD) project which developed and tested a cross-curricular unit designed to cultivate middle school students’ deep understanding of data literacy. The TWD unit consists of four, 2-week replacement modules for interdisciplinary implementation in 7th grade Social Studies, Mathematics, Science, and English Language Arts. The modules address issues of data representation, proportional reasoning, and data-based argumentation using real data in discipline-specific, problem-solving contexts aligned with relevant subject area standards.
Three DR-K12 projects report findings on aspects of the institutional setting of teaching that affects teachers’ development of ambitious instructional practices in middle-school mathematics.
