How can coaching knowledge be measured?
Year
2010
Mathematics
How can coaching knowledge be measured?
Year
2010
Highlights from Dissemination in STEM Education R&D: Perspectives on Knowledge Use
Highlights from
Year
2009
Short Description
DRK–12 projects at all stages, from early design work through completion, can benefit from an awareness and understanding of the challenges of knowledge use, so that what is designed can be suitably adapted and scaled.
Resource(s)
High school students’ conceptions of the minus sign
Access Link
Year
2012
Short Description
The minus sign is a mathematical symbol that is multi-functional. Yet, how often is its use explicit to the non-mathematician, or more importantly the learner, who is expected to interpret the symbolism appropriately, when often the "meaning" stems from context of its use. From the perspective of the learner, such nuances of use simply lead to confusion which has the potential for lifelong misconceptions within their personal mathematics. This commentary is based on working with children on their journey through mathematics, it provides insights into the complexity of mathematical communication for those "learning the language".
Fostering Knowledge Use in STEM Education: A Brief on R&D Partnerships with Districts and Schools
Produced by a CADRE work group of NSF-supported researchers and developers, this practice brief makes a case for substantive partnerships between STEM education R&D projects and districts and schools. Despite leading a wide variety o
Year
2010
Short Description
This practice brief makes a case for substantive partnerships between STEM education R&D projects and districts and schools.
Examining the Induction of Middle School Mathematics Teachers (McGraner)
The Role of the Institutional Setting in Teachers’ Development of Ambitious Instruction in Middle School Mathematics
Kara Jackson, Paul Cobb, and Kristin McGraner, Vanderbilt University
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.
Year
2009
Resource(s)
Evaluation of a Developmental Progression for Length Measurement using the Rasch Model (Clements, Sarama, Barrett, Cullen, van Dine)
Year
2010
Short Description
This is a research paper presentation.
Evaluating and Improving a Learning Trajectory for Linear Measurement in Elementary Grades 2 and 3: A Longitudinal Study
We examined children’s development of strategic and conceptual knowledge for linear measurement. We conducted teaching experiments with eight students in grades 2 and 3, based on our hypothetical learning trajectory for length to check its coherence and to strengthen the domain-specific model for learning and teaching.We checked the hierarchical structure of the trajectory by generating formative instructional task loops with each student and examining the consistency between our predictions and students’ ways of reasoning.
Access Link
Year
2012