NCTM Presentation Line of "Good" Fit in Grade 8 Classrooms
This presntation addreses 4 research cquestions
This presntation addreses 4 research cquestions
The study explored the verb clauses and thematic development evident in curriculum materials and in transcripts of teachers planning lessons using the materials. A central argument is that though teacher characteristics influence the ways they plan lessons with curriculum materials, the materials themselves influence teachers’ planned lessons via the ways mathematics is construed in the materials. We used verb clause and thematic analysis to analyze the features of curriculum materials and teachers’ lesson planning using those materials.
This study explored the verb clauses and thematic development evident in curriculum materials and in transcripts of teachers planning lessons using the materials.
Teachers’ confidence and facility with strategies that position and support students who are English learners (ELs) as active participants in middle grades mathematics classrooms are key to facilitating ELs’ mathematics learning. The Visual Access to Mathematics (VAM) project developed and studied teacher professional development (PD) focused on linguistically-responsive teaching to facilitate ELs’ mathematical problem solving and discourse.
The Visual Access to Mathematics (VAM) project developed and studied teacher professional development (PD) focused on linguistically-responsive teaching to facilitate ELs’ mathematical problem solving and discourse. This study examines whether VAM PD has a positive impact on teachers’ self-efficacy in supporting ELs in mathematics and how components of the PD may have influenced teacher outcomes.
Learning experiences that spur student curiosity, captivate students with complex mathematical content, and compel students to engage and persevere (referred to as “mathematically captivating learning experiences” or “MCLEs”).
Learning experiences that spur student curiosity, captivate students with complex mathematical content, and compel students to engage and persevere (referred to as “mathematically captivating learning experiences” or “MCLEs”). Designed using mathematical story framework, the content within mathematical lessons (both planned and enacted) is framed as mathematical stories and the felt tension between how information is revealed and withheld from students as the mathematical story unfolds is framed as its mathematical plot.
What can you infer from this example? and Who is Right? are two modules that address issues of mathematical content knowledge and pedagogical content knowledge for teaching reasoning and proving.Each module intends to help users strengthen their content knowledge related to logical aspects of proving. It also addresses pedagogical aspects, such as students' conceptions of proving and pedagogical practices for supporting students' engagement with argumentation and proving.The modules can be used by prospective secondary teachers and by practicing teachers who seek to enhance their mathematical knowledge for teaching argumentation and proving.
High school physics lessons designed to empower teachers, create cultural change, and inspire young women to pursue physics in college. The lessons build a counternarrative in the classroom, dismantling the commonly-held stereotypes of what physics is and who physicists are, which opens possibilities in students’ minds for pursuing physics in college.
High school physics lessons designed to empower teachers, create cultural change, and inspire young women to pursue physics in college. The lessons build a counternarrative in the classroom, dismantling the commonly-held stereotypes of what physics is and who physicists are, which opens possibilities in students’ minds for pursuing physics in college.
High school physics lessons designed to empower teachers, create cultural change, and inspire young women to pursue physics in college. The lessons build a counternarrative in the classroom, dismantling the commonly-held stereotypes of what physics is and who physicists are, which opens possibilities in students’ minds for pursuing physics in college.
High school physics lessons designed to empower teachers, create cultural change, and inspire young women to pursue physics in college. The lessons build a counternarrative in the classroom, dismantling the commonly-held stereotypes of what physics is and who physicists are, which opens possibilities in students’ minds for pursuing physics in college.
High school physics lessons designed to empower teachers, create cultural change, and inspire young women to pursue physics in college. The lessons build a counternarrative in the classroom, dismantling the commonly-held stereotypes of what physics is and who physicists are, which opens possibilities in students’ minds for pursuing physics in college.
High school physics lessons designed to empower teachers, create cultural change, and inspire young women to pursue physics in college. The lessons build a counternarrative in the classroom, dismantling the commonly-held stereotypes of what physics is and who physicists are, which opens possibilities in students’ minds for pursuing physics in college.
High school physics lessons designed to empower teachers, create cultural change, and inspire young women to pursue physics in college. The lessons build a counternarrative in the classroom, dismantling the commonly-held stereotypes of what physics is and who physicists are, which opens possibilities in students’ minds for pursuing physics in college.
High school physics lessons designed to empower teachers, create cultural change, and inspire young women to pursue physics in college. The lessons build a counternarrative in the classroom, dismantling the commonly-held stereotypes of what physics is and who physicists are, which opens possibilities in students’ minds for pursuing physics in college.