Mathematics

Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader mathematical classroom context. This research focus is not nuanced enough, however, to fully account for the complex noticing required of a teacher engaged in responsive teaching. To support teachers in enacting responsive teaching, it is important to have a way to distinguish high-leverage student contributions from among the many contributions available to a teacher. We draw on a previously developed framework to help teachers identify such contributions, those referred to as a mathematically significant pedagogical opportunity to build on student thinking (MOST).

Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader mathematical classroom context. This research focus is not nuanced enough, however, to fully account for the complex noticing required of a teacher engaged in responsive teaching. To support teachers in enacting responsive teaching, it is important to have a way to distinguish high-leverage student contributions from among the many contributions available to a teacher. We draw on a previously developed framework to help teachers identify such contributions, those referred to as a mathematically significant pedagogical opportunity to build on student thinking (MOST).

Like classrooms, professional development (PD) workshops can be organised as dialogic and inclusive spaces, where the verbal contributions of the participants are critical for driving the inquiry and meeting the intended learning goals. Also, similar to how students interact during instruction, teachers’ verbal contributions during workshops may be uneven in their frequency and focus, with some individuals speaking up on particular topics, while others remain relatively silent. This study examines the nature and variation of teachers’ verbal participation during whole-group discussions as part of a weeklong mathematics PD programme.

Socioscientific issues (SSI) are problems involving the deliberate use of scientific topics that require students to engage in dialogue, discussion, and debate. The purpose of this project is to utilize issues that are personally meaningful and engaging to students, require the use of evidence-based reasoning, and provide a context for scientific information. This study highlights the value of integrating SSI in science education to engage students with social justice.

In this article, we present a framework of culturally relevant science and mathematics pedagogy (CRSMP), which is grounded in the tenets of culturally relevant pedagogy. It delineates practices ranging from the most accessible and easy-to-implement, to the most challenging and often contentious ways to teach mathematics and science.

Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of the embodied nature of professional noticing. Thus, the goal of the current study is to examine how teachers’ eye-gaze in immersive representations of practice correspond to their attending to children’s mathematics.

A classroom study was conducted to understand how to engage in responsive teaching with 18 seventh grade students at three stages of units coordination during a unit on proportional reasoning co-taught by the first author and classroom teacher. This paper focuses on the practice of inquiring responsively in small groups.

Learning trajectories in early mathematics instruction have received increasing attention from policymakers, educators, curriculum developers, and researchers. They are generally deemed useful for guiding curriculum standards, instructional planning, and assessment. However, the specific contributions of learning trajectories to education and children’s learning are unclear. We review research over the last five years to describe what is known and what still needs to be learned about methods of development, refinement, and validation of the goals, developmental progressions, and instruction of learning trajectories in early mathematics and possible advantages and disadvantages in the educational application of learning trajectories.

Learning trajectories in early mathematics instruction have received increasing attention from policymakers, educators, curriculum developers, and researchers. They are generally deemed useful for guiding curriculum standards, instructional planning, and assessment. However, the specific contributions of learning trajectories to education and children’s learning are unclear. We review research over the last five years to describe what is known and what still needs to be learned about methods of development, refinement, and validation of the goals, developmental progressions, and instruction of learning trajectories in early mathematics and possible advantages and disadvantages in the educational application of learning trajectories.

We discuss transforming STEM education using three aspects: learning progressions (LPs), constructed response performance assessments, and artificial intelligence (AI). Using LPs to inform instruction, curriculum, and assessment design helps foster students’ ability to apply content and practices to explain phenomena, which reflects deeper science understanding. To measure the progress along these LPs, performance assessments combining elements of disciplinary ideas, crosscutting concepts and practices are needed. However, these tasks are time-consuming and expensive to score and provide feedback for. Artificial intelligence (AI) allows to validate the LPs and evaluate performance assessments for many students quickly and efficiently.