Mathematics

The National Council of Teachers of Mathematics has consistently emphasized the importance of curricular coherence in mathematics education. However, the predominance of the Internet has led to a lack of consistency in the use and quality of curricular materials. We drew on teachers’ self-report of their use of curriculum materials and conducted a Latent Class Analysis to examine patterns in 56 elementary teachers’ selection, use, and perceptions of materials for teaching mathematics, including the role that teacher expertise may play in these patterns.

Cohen, J., Wong, V., Krishnamachari, A., & Jones, N. (2021). Simulations as a platform for understanding and improving teachers' classroom skills. AAAS Arise Blog.

Cohen, J., Wong, V., Krishnamachari, A., & Jones, N. (2021). Simulations as a platform for understanding and improving teachers' classroom skills. AAAS Arise Blog.

This study explored an innovative coaching model termed video-based online video coaching. The innovation builds from affordances of robot-enabled videorecording of lessons, accompanied by built-in uploading and annotation features. While in-person coaching has proven effective for providing sustained support for teachers to take up challenging instructional practices, there are constraints. Both logistical and human capacity constraints make in-person coaching difficult to implement, particularly in rural contexts.

This study examined how mathematics coaches leverage written annotations to support professional discourse with teachers about important classroom events during synchronous debriefing conversations. Coaches and teachers created the annotations while asynchronously watching video of an implemented lesson as part of online video-assisted coaching cycles. More specifically, this project examined the extent to which a coach and teacher discussed the annotations during a debrief conversation in a coaching cycle.

In this project, we have designed, implemented, and started to research an innovative fully online video-based professional development model for mathematics coaches in rural contexts. Coaches in rural areas often lack access to professional development available in more populated areas, fueling the need for an online model that bridges geographic barriers (Howley & Howley, 2005; Maher & Prescott, 2017). The intent of the poster will be to share the professional development model and describe the research processes that are currently in progress.

In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. While the model could be applied to any context, we created it for rural mathematics teachers to provide them access to high-quality professional development and to demonstrate that we could move face-to-face experiences to an online context without losing interactional qualities or intellectual rigor. We describe the model and how we researched it.

In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. While the model could be applied to any context, we created it for rural mathematics teachers to provide them access to high-quality professional development and to demonstrate that we could move face-to-face experiences to an online context without losing interactional qualities or intellectual rigor. We describe the model and how we researched it.

In this study, we explored second and fifth graders’ noticing of negative signs and incorporation of them into their strategies when solving integer addition problems. Fifty-one out of 102 second graders and 90 out of 102 fifth graders read or used negative signs at least once across the 11 problems. Among second graders, one of their most common strategies was subtracting numbers using their absolute values, which aligned with students’ whole number knowledge-pieces and knowledge-structure.

This article addresses the nature of student-generated representations that support students’ early algebraic reasoning in the realm of generalized arithmetic. We analyzed representations created by students for the following qualities: representations that distinguish the behavior of one operation from another, that support an explanation of a specific case of a generalization, and that support justification of a generalization.