Redistricting can provide a real-world application for use in a wide range of mathematics classrooms.
The group will discuss current research and practice in educational social networks and questions in this area that still need to be answered.
In A. Florio (Editor) Mathematics for every student: Responding to diversity, Grades 9-12 (pp. 103-115). Reston, Va: NCTM.
In A. Florio (Editor) Mathematics for every student: Responding to diversity, Grades 9-12 (pp. 103-115). 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.
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.
