Mathematics

In this chapter, the authors present the design rationale for and empirical results from a predominantly synchronous three-part online model for the professional development of mathematics teachers in rural contexts. They describe how the design of the components are complementary and are intended to support teachers to develop challenging instructional practices, even when the teachers are geographically remote and dispersed. The three parts include an online course, online video coaching, and online demonstration lessons.

This article describes online video coaching model used with middle-grades, rural mathematics teachers.

Carson, C., Callard, C., Gillespie, R., Choppin, J., & Amador, J. (2019). Bridging the distance: One-on-one video coaching supports rural teachers. The Learning Professional, 40(6), 66-70.

We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking. With a focus on the design of new tools that can generate new possibilities for mathematics teaching and learning, this Learning by Design experience has PMTs exploring at the intersection of content, pedagogy, and Making.

The role that caregivers can play in their child’s science education is often overlooked within science education research. Few studies have focused on the capacity and abilities of caregivers to guide science activities. The purpose of this study was to describe how families utilize science activity packs at home. Data indicate that the adults encouraged their children to observe, predict, compare and contrast, draw conclusions, and articulate explanations (inquiry behaviors). Families were also observed utilizing provided questions and talk moves (techniques to encourage conversation).

For five decades, JRME has sought to publish high-quality mathematics education research that advances the field’s knowledge and has a positive impact on the teaching and learning of mathematics in the classroom. The journal’s 50th anniversary represents an opportune time for the research community to take a step back, assess what progress has been made on the major problems of the field, and consider the most important problems that could orient research in the future.

Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., Hiebert, J., & Bakker, A. (2020). Addressing the problem of always starting over: Identifying, valuing, and sharing professional knowledge for teaching. Journal for Research in Mathematics Education, 51(2).

The present report summarizes the analyses of the calibration data for the electronic Test of Early Numeracy (e-TEN), an adaptive, iPad-based test of early numeracy achievement. A total of 794 children age 3 years to 8 years-11months from two states were tested.Items were designed to map ontoseven theoretical domains: verbal counting, numbering, numerical relations, numeral literacy, single-digit calculation, multi-digit calculation and base-ten place-value.

Drawing on a situated perspective on learning, we analyzed written, open-ended journals of 52 pre-service teachers (PSTs) concurrently enrolled in mathematics and pedagogy with field experience courses for elementary education majors. Our study provides insights into PSTs’ conceptualizations of mathematical argumentation in terms of its meanings. The data reveals how PSTs perceive teacher actions, teaching strategies, classroom expectations, mathematics content, and tasks that facilitate student engagement in mathematical argumentation.

Multimedia environments provide multiple resources for expression, collaboration, and knowledge-creation. Yet there is much to be learned about the design of such environments, the forms of collegial discourse that take place, and the benefits of participation. To this end, we study the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education.