Mathematics

We introduce and illustrate three principles for designing secondary mathematics classrooms in which multilingual students can benefit from participating in mathematical discussions. Drawing from the Academic Literacy in Mathematics (ALM) framework (Moschkovich, 2015), we developed these principles through a four-year design research collaboration with ninth grade mathematics teachers working in a linguistically diverse urban secondary school in the southwest USA.

Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This research used ALM as a framework to create a unit of instruction on linear rates of change for ninth grade mathematics in which multilingual students benefit from discussions.

We explore the implementation of a co-designed data-dance unit in which middle school students created their own embodied metaphors to represent and communicate about graphs through dance. In analyzing dance artifacts and post-study interviews with the learners and teachers, we demonstrate how the creation of embodied metaphors in dance led to new ways of exploring the data as learners reflected on different perspectives on topics across numerical values, contexts, and implications.

We explore the implementation of a co-designed data-dance unit in which middle school students created their own embodied metaphors to represent and communicate about graphs through dance. In analyzing dance artifacts and post-study interviews with the learners and teachers, we demonstrate how the creation of embodied metaphors in dance led to new ways of exploring the data as learners reflected on different perspectives on topics across numerical values, contexts, and implications.

We explore the implementation of a co-designed data-dance unit in which middle school students created their own embodied metaphors to represent and communicate about graphs through dance. In analyzing dance artifacts and post-study interviews with the learners and teachers, we demonstrate how the creation of embodied metaphors in dance led to new ways of exploring the data as learners reflected on different perspectives on topics across numerical values, contexts, and implications.

Effective data literacy instruction requires that learners move beyond understanding statistics to being able to humanize data through a contextual understanding of argumentation and reasoning in the real-world. In this paper, we explore the implementation of a co-designed data comic unit about adolescent friendships.

Effective data literacy instruction requires that learners move beyond understanding statistics to being able to humanize data through a contextual understanding of argumentation and reasoning in the real-world. In this paper, we explore the implementation of a co-designed data comic unit about adolescent friendships.

Effective data literacy instruction requires that learners move beyond understanding statistics to being able to humanize data through a contextual understanding of argumentation and reasoning in the real-world. In this paper, we explore the implementation of a co-designed data comic unit about adolescent friendships.

The process of using Learning Analytics (LA) to improve teaching works from the assumption that data should be readily shared between stakeholders in an educational organization. However, the design of LA tools often does not account for considerations such as data privacy, transparency and trust among stakeholders. Research in human-centered design of LA does attend to these questions, specifically with a focus on including direct input from K-12 educators. In this paper, we present a series of design studies to articulate and refine conjectures about how privacy and transparency might influence better trust-building and data sharing within four school districts in the United States.

Despite the ease of accessing a wide range of measures, little attention is given to validity arguments when considering whether to use the measure for a new purpose or in a different context. Making a validity argument has historically focused on the intended interpretation and use. There has been a press to consider both the intended and actual interpretations and how users make sense of the data when constructing validity arguments, but the practice is not widespread.This paper contributes to existing research on validity by highlighting the value of attending to the actual interpretation and use of a measure aimed at supporting instructional improvement in mathematics.