Mathematics

Understanding the Role of Lesson Study in K-12 Mathematics and Science Teacher Education

Principal Investigator:
Sharon Dotger

This working conference brought together 34 science and mathematics teacher educators from 25 institutions across 17 states and territories. Our purpose was to collaboratively build knowledge about utilizing lesson study as a mechanism to support pre-service teacher learning. We discussed essential features of lesson study, design features of teacher education programs that enhance or inhibit lesson study practice, and the implications of lesson study for partnership with schools and colleagues.

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Discipline/Topic:
Mathematics
Science
Target Audience:
Post-secondary

STEM Sea, Air, and Land Remotely Operated Vehicle Design Challenges for Rural, Middle School Youth

Principal Investigator:
Guenter Maresch
STEM SEALs builds collaborative partnerships between North Florida College and local middle schools to bolster STEM pathways for students in this region. It involves the development of inexpensive, rigorous, and versatile design challenges to expose rural middle school students to high quality STEM experiences. Researchers study the feasibility and efficacy of these experiences to promote greater awareness of STEM pathways, increase readiness for STEM study; and generate student identity as STEM-able, STEM-skilled, and STEM-belonging.
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Discipline/Topic:
Computer Science
Engineering
Mathematics
Science
Technology
Curriculum
Target Audience:
Middle School

Strengthening Mathematics Intervention Classes: Identifying and Addressing Challenges to Improve Instruction for Struggling Learners

Principal Investigator:
Amy Brodesky
The SMI project's goals are to: 1) study the current landscape of mathematics intervention classes at the middle grades, and 2) create PD to strengthen intervention teachers' practices for supporting students with mathematics difficulties/disabilities.
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Discipline/Topic:
Mathematics
Broadening Participation
Disciplinary Content Knowledge
Professional Development
Special Education
Target Audience:
Middle School

The Power of Interviewing Students

Mathematics
Achievement
Classroom Practice
Pedagogical Content Knowledge
Professional Development
Middle

A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.

MacVicar, T. J., Brodesky, A. R., and Fagan, E. R. (2021). The power of interviewing students. Mathematics Teacher: Learning and Teaching PK-12, 114(6), 436–444.

Access Link
https://pubs.nctm.org/view/journals/mtlt/114/6/article-p436.xml
Author/Presenter

Theresa J. MacVicar

Amy R. Brodesky

Emily R. Fagan

Year
2021
Short Description

A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.

Reasoning Language for Teaching Secondary Algebra

Principal Investigator:
Cody Patterson

Reasoning Language for Teaching Secondary Algebra (ReLaTe-SA) is working in partnership with the San Antonio Independent School District to investigate the algebraic reasoning and discourse tools that secondary mathematics teachers use to make algebra concepts accessible for students and orchestrate and respond to student work on mathematics tasks. We are investigating teachers' algebraic discourse through written surveys, interviews, and a year-long professional development program focused on enhancing students' opportunities for algebraic reasoning in the classroom.

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Discipline/Topic:
Mathematics
Assessment
Classroom Practice
Curriculum
Disciplinary Content Knowledge
Professional Development
Target Audience:
Middle School
High School

Professional Development Supports for Teaching Bioinformatics through Mobile Learning

Principal Investigator:
Susan Yoon
Bioinformatics is an emerging area of research that develops new knowledge through computational analysis of vast biological data. This project investigates the professional development (PD) supports needed for teaching bioinformatics at the high school. Building from a robust literature in PD design research, project team worked with science teachers to co-design instructional modules to engage students with core bioinformatics concepts and data literacies, by focusing on local community health issues supported through mobile learning activities.
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Discipline/Topic:
Mathematics
Science
Technology
Classroom Practice
Curriculum
Disciplinary Content Knowledge
Educational Technology
Professional Development
Target Audience:
High School

Online Practice Suite: Practice Spaces, Simulations and Virtual Reality Environments for Preservice Teachers to Learn to Facilitate Argumentation Discussions in Math and Science

Principal Investigator:
Jamie Mikeska

This poster provides an overview of our three-year project where researchers are using a design-based research approach to develop, pilot, and refine a set of coordinated and complementary practice-based activities that teacher education programs can deploy to provide practice-based learning opportunities for preservice teachers. The goal is to help the preservice teachers to engage in authentic, purposeful, and scaffolded approximations of practice as they develop their ability to facilitate argumentation-focused discussions in mathematics and science.

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Discipline/Topic:
Mathematics
Science
Technology
Assessment
Curriculum
Educational Technology
Target Audience:
Post-secondary

Learning Trajectories as a Complete Early Mathematics Intervention: Achieving Efficacies of Economies at Scale

Principal Investigator:
Douglas Clements
The ULTIMATE (Understanding Learning Trajectories In Math: Advancing Teacher Education) project will evaluate Learning Trajectories as a complete early mathematics intervention by supporting teachers in deepening their understanding of how children learn mathematics and how to incorporate this understanding. Drs. Clements and Sarama have built a professional development tool, called Learning and Teaching with Learning Trajectories, or [LT]2. The team will investigate the positive impacts both in supporting teachers and on students' learning of mathematics.
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Discipline/Topic:
Mathematics
Broadening Participation
Classroom Practice
Cognitive Science
Curriculum
Educational Technology
Pedagogical Content Knowledge
Professional Development
Target Audience:
Pre-Kindergarten

Investigating Productive Use of High-Leverage Student Mathematical Thinking (Collaborative Research: Peterson and Stockero)

Principal Investigator:
Keith Leatham

The Building on MOSTs project focuses on improving the teaching of secondary school mathematics by exploring the teaching practice of building on MOSTs (Mathematical Opportunities in Student Thinking). We cyclically work with teachers to enact the practice, analyze those enactments, and refine our understanding of the practice. Building consists of four elements: (1) Establish, (2) Grapple Toss, (3) Conduct, and (4) Make Explicit.
PI: Keith Leatham, Brigham Young University

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Discipline/Topic:
Mathematics
Target Audience:
Middle School
High School

Improving Grades 6-8 Students' Mathematics Achievement in Modeling and Problem Solving through Effective Sequencing of Instructional Practices

Principal Investigator:
Joe Champion

With operating title Researching Order of Teaching (ROOT), this project brings together 100 middle grades mathematics teachers in a teacher-researcher alliance to articulate effective instructional practices for promoting modeling and problem-solving achievement. Strategies center around Explicit Attention to Concepts and Student Opportunities to Struggle, culminating in a randomized cluster crossover trial. The poster includes results from the first two years, featuring professional development materials, a video observation tool, and findings from classroom studies.

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Discipline/Topic:
Mathematics
Classroom Practice
Professional Development
Target Audience:
Middle School
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