Mathematics

Preparing Paraeducators for the Teacher Pipeline: Building Confidence Through Professional Development in Mathematics

The article describes our project that was designed to provide experiences to support paraeducators' professional growth in a large urban district by building their mathematical knowledge for teaching and leadership. Providing paras with professional learning opportunities can open pathways to teaching positions, giving them the potential to diversify the teaching pool and address teacher shortages.

Author/Presenter

Judy Storeygard

Karen Mutch-Jones

Lead Organization(s)
Year
2020
Short Description

The article describes our project that was designed to provide experiences to support paraeducators' professional growth in a large urban district by building their mathematical knowledge for teaching and leadership. Providing paras with professional learning opportunities can open pathways to teaching positions, giving them the potential to diversify the teaching pool and address teacher shortages.

Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds

Response process validity evidence provides a window into a respondent’s cognitive processing. The purpose of this study is to describe a new data collection tool called a whole-class think aloud (WCTA). This work is performed as part of test development for a series of problem-solving measures to be used in elementary and middle grades. Data from third-grade students were collected in a 1–1 think-aloud setting and compared to data from similar students as part of WCTAs. Findings indicated that students performed similarly on the items when the two think-aloud settings were compared.

Author/Presenter

Jonathan David Bostic

Toni A. Sondergeld

Gabriel Matney

Gregory Stone

Tiara Hicks

Lead Organization(s)
Year
2021
Short Description

This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts.

Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds

Response process validity evidence provides a window into a respondent’s cognitive processing. The purpose of this study is to describe a new data collection tool called a whole-class think aloud (WCTA). This work is performed as part of test development for a series of problem-solving measures to be used in elementary and middle grades. Data from third-grade students were collected in a 1–1 think-aloud setting and compared to data from similar students as part of WCTAs. Findings indicated that students performed similarly on the items when the two think-aloud settings were compared.

Author/Presenter

Jonathan David Bostic

Toni A. Sondergeld

Gabriel Matney

Gregory Stone

Tiara Hicks

Lead Organization(s)
Year
2021
Short Description

This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts.

“Teaching Them How to Fish”: Learning to Learn and Teach Responsively

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.
Author/Presenter

Caroline B. Ebby

Brittany Hess

Lizzy Pecora

Jennifer Valerio

Lead Organization(s)
Year
2021
Short Description

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.

Computational Participation and the Learner‐Technology Pairing in K‐12 STEM Education

The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology is used, we make a case for CP as an epistemological and pedagogical approach that promotes collaborative STEM practices.

Author/Presenter

Ramya Sivaraj

Joshua A. Ellis

Jeanna R. Wieselmann

Gillian H. Roehrig

Year
2020
Short Description

This paper explores the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning.

Computational Participation and the Learner‐Technology Pairing in K‐12 STEM Education

The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology is used, we make a case for CP as an epistemological and pedagogical approach that promotes collaborative STEM practices.

Author/Presenter

Ramya Sivaraj

Joshua A. Ellis

Jeanna R. Wieselmann

Gillian H. Roehrig

Year
2020
Short Description

This paper explores the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning.

Computational Participation and the Learner‐Technology Pairing in K‐12 STEM Education

The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology is used, we make a case for CP as an epistemological and pedagogical approach that promotes collaborative STEM practices.

Author/Presenter

Ramya Sivaraj

Joshua A. Ellis

Jeanna R. Wieselmann

Gillian H. Roehrig

Year
2020
Short Description

This paper explores the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning.

Constructing Goals for Student Learning through Conversation

Learning goals differ from performance goals. We elaborate on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.

Hunt, J. & Stein, M. K. (2020). Constructing goals for student learning through conversation. Mathematics Teacher: Learning and Teaching PK-12, 113(11), 904-909.

Author/Presenter

Jessica Hunt

Mary Kay Stein

Year
2020
Short Description

Learning goals differ from performance goals. This article elaborates on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.

Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning

One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change—a tested and confirmed learning trajectory of fraction concepts of students with LDs grounded in student-centered instruction—served as the basis for our multistage scientific design process.

Author/Presenter

Jessica H. Hunt

Kristi Martin

Andy Khounmeuang

Juanita Silva

Blain Patterson

Jasmine Welch-Ptak

Year
2020
Short Description

One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. This article reports the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding.

LEAP: Learning through an Early Algebra Progression

Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily math instructional period.

LEAP early algebra curriculum for Grades K-5. Grades 3 and 4 currently available, with the remaining books for Grades K-2, 5 in press.

Blanton, M., Gardiner, A., Stephens, A., & Knuth, E. (2020). LEAP: Learning through an early algebra progression. Didax: Rowley, MA.

Author/Presenter

Maria Blanton

Angela Murphy Gardiner

Ana Stephens

Eric Knuth

Lead Organization(s)
Year
2020
Short Description

Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily math instructional period.