Mathematics

Engaging children in argumentation-focused discussions is essential to helping them collaboratively make sense of scientific phenomena. To support this effort, teachers must listen and be responsive to students' ideas to move the discussion forward with the goal of reaching consensus. Given the complexity of this ambitious science teaching practice, in lieu of traditional field experiences, online simulated teaching experiences provide opportunities for preservice teachers to practice implementing these strategies in a low-risk, high-support environment.

This poster presents findings from design and early implementation work of the NSF DRK-12 project which positions 6th and 7th grade students as decision makers in their own learning, integrating culturally responsive mathematical modeling problems into their regular curriculum. We take a sociocritical perspective on modeling, supporting students in using mathematics to understand their life experiences and, when appropriate, to challenge the existing social order (e.g., Aguirre et al., 2019; Author, 2021; Cirillo et al., 2016; Felton-Koestler, 2020).

Bostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/ssm.12621

Bostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/ssm.12621

Bostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/ssm.12621

Bostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/ssm.12621

This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary and asynchronous online professional development modules. We analyze 283 anticipations made by 127 teachers to 17 mathematics tasks and present four distinct foci of teachers’ anticipations.

The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the natural strengths, skills, and strategies that upper elementary students bring to reasoning about data-centred problems.

The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with little attention on the potential for engaging elementary-aged students in reasoning with and about data. This paper reports findings from a foundational study to explore the natural strengths, skills, and strategies that upper elementary students bring to reasoning about data-centred problems.

Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning relate to teacher noticing, a construct that has been linked to teachers’ classroom practice and their students’ learning outcomes.