Cohen, J., Wong, V., Krishnamachari, A., & Jones, N. (2021). Simulations as a platform for understanding and improving teachers' classroom skills. AAAS Arise Blog.
This blog post looks at the role of simulations in teacher learning.
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 explored an innovative coaching model termed video-based online video coaching. As part of an NSF-funded project, we studied nine mathematics coaches over four years as they engaged in video-based coaching with teachers from geographically distant, 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.
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. We present a rationale for needing new knowledge about the relationships between video annotations and professional discourse as well as the potential implications of such knowledge.
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 project, we have designed, implemented, and started to research an innovative fully online video-based professional development model for mathematics coaches in rural contexts. 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. This chapter contributes to understanding how online contexts provide opportunities to collect and analyze data in ways that would be difficult to accomplish in face-to-face settings.
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. This chapter contributes to understanding how online contexts provide opportunities to collect and analyze data in ways that would be difficult to accomplish in face-to-face settings.
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.
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. For both grade levels, the order of the numerals, the location of the negative signs, and also the numbers’ absolute values in the problems played a role in students’ strategies used. Fifth graders’ greater strategy variability often reflected strategic use of the meanings of the minus sign. Our findings provide insights into students’ problem interpretation and solution strategies for integer addition problems and supports a blended theory of conceptual change.
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.
This article addresses the nature of student-generated representations that support students’ early algebraic reasoning in the realm of generalized arithmetic.
Narrative as a game design feature constantly yields mixed results for learning in the literature. The purpose of this exploratory mixed-methods case study was to examine design heuristics and implications governing the role of narratives in a digital game-based learning (DGBL) environment for math problem solving. We collected data via observation, semi-structured interviewing, and video recording with twenty-seven college students with diverse demographic backgrounds. Video logging resulted in 2276 behavioral events for quantitative analysis.
Narrative as a game design feature constantly yields mixed results for learning in the literature. The purpose of this exploratory mixed-methods case study was to examine design heuristics and implications governing the role of narratives in a digital game-based learning (DGBL) environment for math problem solving.
The give-n task is widely used in developmental psychology to indicate young children’s knowledge or use of the cardinality principle (CP): the last number word used in the counting process indicates the total number of items in a collection. Fuson (1988) distinguished between the CP, which she called the count-cardinal concept, and the cardinal-count concept, which she argued is a more advanced cardinality concept that underlies the counting-out process required by the give-n task with larger numbers.
The give-n task is widely used in developmental psychology to indicate young children’s knowledge or use of the cardinality principle (CP): the last number word used in the counting process indicates the total number of items in a collection. Fuson (1988) distinguished between the CP, which she called the count-cardinal concept, and the cardinal-count concept, which she argued is a more advanced cardinality concept that underlies the counting-out process required by the give-n task with larger numbers. One aim of the present research was to evaluate Fuson’s disputed hypothesis that these two cardinality concepts are distinct and that the count-cardinal concept serves as a developmental prerequisite for constructing the cardinal-count concept. Consistent with Fuson’s hypothesis, the present study with twenty-four 3- and 4-year-olds revealed that success on a battery of tests assessing understanding of the count-cardinal concept was significantly and substantially better than that on the give-n task, which she presumed assessed the cardinal-count concept.
