Mathematics

Math Pathways & Pitfalls Algebra Readiness: Lessons and Teaching Guide, Grades 7–8

Algebra
Mathematics
Curriculum
Middle

The Math Pathways & Pitfalls Algebra Readiness mathematics intervention is intended to help students tackle stubborn pitfalls head-on and transform those pitfalls into pathways for learning key standards. It offers an entire year’s worth of lessons that focus on the critical areas of algebra readi­ness, using the same research-backed principles that informed the original series.

Access Link
https://www.wested.org/resources/mpp-beta/
Author/Presenter

The Math Pathways & Pitfalls Team

Lead Organization(s)
WestEd
Year
2019
Short Description

The Math Pathways & Pitfalls K-8 curriculum was designed with built-in support for teachers, alignment to the Common Core State Standards and Mathematical Practices. The curriculum can be flexibly used as an intervention, as part of the core curriculum, or in after-school or small group settings.

International Group for the Psychology of Mathematics Education 43rd Annual Conference of PME-NA; Philadelphia, PA - HYBRID

Event Date
-
Sponsoring Organization
North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA)

To learn more, visit http://www.pmena.org/pmena-2021/.

Discipline/Topic
Mathematics
Event Type
Conference

National Council of Teachers of Mathematics 2022 NCTM Regional Conference & Exposition; Baltimore, MD

Event Date
-
Sponsoring Organization
National Council of Teachers of Mathematics (NCTM)

To learn more, visit https://www.nctm.org/regionals/.

DRK-12 Presentations

  • Noticing and Wondering about Students’ Work: A Path to More Meaningful Feedback and Instruction (Presenters: Amanda Reinsburrow, Annie Fetter, Victor Powell, Laura Kaplan, Joanne Vakil, and Allyson Greenstein)
Discipline/Topic
Mathematics
Event Type
Conference

National Council of Teachers of Mathematics 2022 NCTM Annual Meeting & Exposition; Los Angeles, CA

Event Date
-
Sponsoring Organization
National Council of Teachers of Mathematics (NCTM)

To learn more, visit https://www.nctm.org/Conferences-and-Professional-Development/Annual-Me….

DRK-12 Presentations

Discipline/Topic
Mathematics
Event Type
Conference

Fraction Activities and Assessments for Conceptual Teaching (FAACT)

Mathematics
Curriculum
Elementary

The Fraction Activities and Assessments for Conceptual Teaching (FAACT) instructional program is designed to support teachers’ insights into students’ conceptual understandings of fractions. The overall program goal is to foster a deep conceptual understanding of fractions as quantities for students with LD and math difficulty. FAACT is designed from validated learning trajectories, which consist of a learning goal, developmental stages of thinking, and activities designed to explicitly promote the stages of thinking.

Access Link
https://sites.google.com/view/faact/home?authuser=0
Author/Presenter

Jessica Hunt

Alejandra Duarte

Kristi Martin

Juanita Silva

Jasmine Welch-Ptak

Lead Organization(s)
North Carolina State University (NCSU)
Year
2021
Short Description

The Fraction Activities and Assessments for Conceptual Teaching (FAACT) instructional program is designed to support teachers’ insights into students’ conceptual understandings of fractions. The overall program goal is to foster a deep conceptual understanding of fractions as quantities for students with LD and math difficulty. FAACT is designed from validated learning trajectories, which consist of a learning goal, developmental stages of thinking, and activities designed to explicitly promote the stages of thinking. The program also includes prompts for teachers to use to support students’ thinking as they solve problems. Finally, talk moves are included for teachers to use to facilitate conversation among students as they work in small group intervention settings.

Prompting Collaborative and Exploratory Discourse: An Epistemic Network Analysis Study

Mathematics
Elementary

By encouraging elementary students to work collaboratively, they can gain essential skills such as perspective taking, conflict negotiation, and asking for and receiving assistance. Epistemic Network Analysis (ENA) is an analytic technique that provides an alternative to more typical approaches to analyzing and synthesizing coded dialogue. This study used an easy-to-implement prompting intervention in the context of collaborative (pair) programming with upper elementary students to demonstrate the potential of ENA to understand the impact of the intervention.

Access Link
https://link.springer.com/article/10.1007/s11412-021-09349-3
Author/Presenter

Jessica Vandenberg, Zarifa Zakaria, Jennifer Tsan, Anna Iwanski, Collin Lynch, Kristy Elizabeth Boyer, and Eric Wiebe

Lead Organization(s)
North Carolina State University (NCSU)
Year
2021
Short Description

This study used an easy-to-implement prompting intervention in the context of collaborative (pair) programming with upper elementary students to demonstrate the potential of Epistemic Network Analysis to understand the impact of the intervention.

Prompting Collaborative and Exploratory Discourse: An Epistemic Network Analysis Study

Mathematics
Elementary

By encouraging elementary students to work collaboratively, they can gain essential skills such as perspective taking, conflict negotiation, and asking for and receiving assistance. Epistemic Network Analysis (ENA) is an analytic technique that provides an alternative to more typical approaches to analyzing and synthesizing coded dialogue. This study used an easy-to-implement prompting intervention in the context of collaborative (pair) programming with upper elementary students to demonstrate the potential of ENA to understand the impact of the intervention.

Access Link
https://link.springer.com/article/10.1007/s11412-021-09349-3
Author/Presenter

Jessica Vandenberg, Zarifa Zakaria, Jennifer Tsan, Anna Iwanski, Collin Lynch, Kristy Elizabeth Boyer, and Eric Wiebe

Lead Organization(s)
North Carolina State University (NCSU)
Year
2021
Short Description

This study used an easy-to-implement prompting intervention in the context of collaborative (pair) programming with upper elementary students to demonstrate the potential of Epistemic Network Analysis to understand the impact of the intervention.

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