To learn more, visit https://www.rcml-math.org/upcoming-conference-call-for-proposals.
To learn more, visit https://www.mathedleadership.org/.
To learn more, visit https://www.nctm.org/Conferences-and-Professional-Development/Annual-Me….
To learn more, visit https://www.nctm.org/Conferences-and-Professional-Development/Regional-….
To learn more, visit https://icme15.org/.
To learn more, visit https://www.amte.net/content/2024-annual-amte-conference.
To learn more, visit https://www.unr.edu/pmena.
This report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for the teaching and learning of STEM subject matter in K–12 classrooms.
Questions regarding the construction of mathematical authority have implications for learning, specifically for students’ views of themselves as mathematics learners and doers with valuable contributions. We consider the ideas proposed by eight first-grade students who had the most airtime during 12 lessons of a classroom teaching experiment. We noted when ideas were proposed and how those ideas were responded to.
Questions regarding the construction of mathematical authority have implications for learning, specifically for students’ views of themselves as mathematics learners and doers with valuable contributions. We consider the ideas proposed by eight first-grade students who had the most airtime during 12 lessons of a classroom teaching experiment.
Our primary goal in this project was to further develop, refine, and evaluate a research-based STEM learning tool (i.e., block play) that tests theories of mathematical learning. Specifically, we tested the impact of different types of block play (free play, semi-structured) on early mathematics and are working towards identifying potential mechanisms (e.g., mathematical language, executive function) underlying these relations.
