Mathematics

Prospective K-8 Teachers’ Noticing of Student Justifications and Generalizations in the Context of Analyzing Written Artifacts and Video-Records

Background

Author/Presenter

Marta T. Magiera

Vecihi S. Zambak

Lead Organization(s)
Year
2021
Short Description

This paper contributes to current discussions about supporting prospective teachers (PSTs) in developing skills of noticing students’ mathematical thinking. The results document that without providing any intentional support for PSTs’ noticing skills, PSTs are more deliberate to focus on mathematically significant aspects of student thinking while analyzing written artifacts of student work compared to video-records.

Length Measurement in the Early Years: Teaching and Learning with Learning Trajectories

Measurement is a critical component of mathematics education, but research on the learning and teaching of measurement is limited. We previously introduced, refined, and validated a developmental progression – the cognitive core of a learning trajectory – for length measurement in the early years. A complete learning trajectory includes instructional activities and pedagogical strategies, correlated with each level of the developmental progression. This study evaluated a portion of our learning trajectory, focusing on the instructional component.

Author/Presenter

Julie Sarama

Douglas H. Clements

Jeffrey E. Barrett

Craig J. Cullen

Aaron Hudyma

Yuly Vanegas

Lead Organization(s)
Year
2021
Short Description

This study evaluated a portion of our learning trajectory, focusing on the instructional component. We found that the instruction was successful in promoting a progression from one level to the next for 40% of the children, with others developing positive new behaviors (but not sufficient to progress to a new level).

Impacts of Attending an Inclusive STEM High School: Meta-analytImpacts of Attending an Inclusive STEM High School: Meta-analytic Estimates from Five Studiesic Estimates from Five Studies

Background

Author/Presenter

Barbara Means

Haiwen Wang

Xin Wei

Viki Young

Emi Iwatani

Lead Organization(s)
Year
2021
Short Description

This study uses a meta-analytic approach to investigate the relationship between attending an inclusive STEM high school and a set of high school outcomes known to predict college entry and declaration of a STEM college major.

On the Alignment of Teachers’ Mathematical Content Knowledge Assessments with the Common Core State Standards

Instruments designed to measure teachers’ knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers’ knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little attention has been given to the content alignment between such instruments and curricular standards, particularly in regard to how content knowledge and pedagogical content knowledge items are distributed across mathematical topics.

Author/Presenter

Yasemin Copur-Gencturk

Erik Jacobson

Richard Rasiej

Year
2021
Short Description

This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment both between the instruments and between parallel forms within each instrument.

Learning to Lead: An Approach to Mathematics Teacher Leader Development

This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools. The university and district partners worked together to achieve the district’s mission of providing every student with high-quality instruction and equitable learning opportunities in mathematics by building the district’s capacity to conduct school-based PD for mathematics teachers.

Author/Presenter

Hilda Borko

Janet Carlson

Rebecca Deutscher

Kelly L. Boles

Victoria Delaney

Alissa Fong

Michael Jarry-Shore

James Malamut

Susan Million

Suki Mozenter

Anthony Muro Villa

Lead Organization(s)
Year
2021
Short Description

This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools.

Strengthen Mathematics Intervention to Promote Student Success: Suggestions for middle level principals

This article offers six suggestions for middle school principals to implement or strengthen mathematics intervention classes at their schools, based off the findings of the authors' NSF-funded research.

Author/Presenter

Amy Brodesky

Emily Fagan

Year
2021
Short Description

This article offers six suggestions for middle school principals to implement or strengthen mathematics intervention classes at their schools, based off the findings of the authors' NSF-funded research.