Mathematics

Students and Teachers Mobilizing Mathematical Concepts through Reciprocal Noticing

This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms. Drawing from highly resonant concepts from materialism and Indigenous Knowledges—two perspectives that researchers rarely bring into dialogue—this alternative approach explores the reciprocal, material, and more-than-human nature of noticing. By focusing on the role of movement in noticing, the approach discusses the indivisibility of sensing and making sense as students and teachers mobilize mathematical concepts.

Author/Presenter

Higinio Dominguez

Lead Organization(s)
Year
2021
Short Description

This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms.

Using Authentic Video Clips of Classroom Instruction to Capture Teachers’ Moment-to-Moment Perceiving as Knowledge-Filtered Noticing

In this article, we report on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception. We developed items to capture teachers’ perception of similarity of their own teaching to the teaching shown in three short video clips of authentic classroom instruction. We describe the item design and relate teachers’ moment-to-moment noticing to their reflective noticing as measured by judgements of similarity teachers provided after viewing each video.

Author/Presenter

Nicole B. Kersting

James E. Smith

Beau Vezino

Lead Organization(s)
Year
2021
Short Description

This article reports on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception.

The Role of Instructional Materials in the Relationship Between the Official Curriculum and the Enacted Curriculum

Author/Presenter

Jeffrey Choppin

Amy Roth McDuffie

Corey Drake

Jon Davis

Lead Organization(s)
Year
2020
Short Description

The authors studied how the distal policy mechanisms of curricular aims and objectives articulated in official curriculum documents influenced classroom instruction, and the factors that were associated with the enactment of those curricular aims and objectives.

Development and Validation of a High School STEM Self‐Assessment Inventory

The development of inclusive STEM high schools that have no academic admission requirements has been a national goal in the United States. However, there is no umbrella organization that gives guidance for structuring such schools. The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength. A multi‐phase methodology was employed.

Author/Presenter

Erin Peters Burton

Tara S. Behrend

Shari Matray

Clarissa Hudson

Michael Ford

Lead Organization(s)
Year
2020
Short Description

The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength.

Transferability of Teacher Noticing

Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers’ (PMTs) noticing of a range of important aspects of classroom instruction. Less is known, however, about whether noticing skills that are developed during an intervention transfer to support PMTs’ in-the-moment noticing during their own teaching practice.

Author/Presenter

Shari L. Stockero

Lead Organization(s)
Year
2020
Short Description

This study compared prospective mathematics teachers' (PMTs) noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in the intervention to determine whether the two groups of PMTs noticed different aspects of instruction.

An Emerging Community in Online Mathematics Teacher Professional Development: An Interactional Perspective

Online collaborative and content-focused professional development (PD) is becoming an increasingly important setting for supporting mathematics teachers’ professional learning. The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse.

Author/Presenter

Anthony Matranga

Jason Silverman

Year
2020
Short Description

The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse.

Association of Mathematics Teacher Educators 2021 Annual AMTE Conference; Orlando, FL - VIRTUAL

Event Date
-

To learn more, visit https://amte.net/conferences/conf2021.

DRK-12 Presenters:

  • Judy Storeygard, TERC; Amy Brodesky, EDC; Jessica Hunt, North Carolina State University
Discipline/Topic
Event Type

Exploring Differences in Practicing Teachers’ Knowledge Use in a Dynamic and Static Proportional Task

Teachers’ knowledge of proportional reasoning is important, particularly in the middle grades in the USA. This exploratory study investigated 32 teachers’ use of knowledge resources in two mathematically similar tasks (one a paper and pencil task, the other a dynamic task) around proportional reasoning. The two tasks invoked different knowledge resources by the same teachers. Results suggest questions to the field around how we access or invoke teacher knowledge and the need to more purposefully explore the potential benefits of using a dynamic task to invoke knowledge resources.

Author/Presenter

Rachael Eriksen Brown

Chandra Hawley Orrill

Jinsook Park

Year
2020
Short Description

This exploratory study investigated 32 teachers’ use of knowledge resources in two mathematically similar tasks (one a paper and pencil task, the other a dynamic task) around proportional reasoning.

Design Considerations in Multisite Randomized Trials Probing Moderated Treatment Effects Journal of Educational and Behavioral Statistics

Past research has demonstrated that treatment effects frequently vary across sites (e.g., schools) and that such variation can be explained by site-level or individual-level variables (e.g., school size or gender). The purpose of this study is to develop a statistical framework and tools for the effective and efficient design of multisite randomized trials (MRTs) probing moderated treatment effects.
Author/Presenter

Nianbo Dong

Benjamin Kelcey

Jessaca Spybrook

Year
2020
Short Description

The purpose of this study is to develop a statistical framework and tools for the effective and efficient design of multisite randomized trials (MRTs) probing moderated treatment effects.

Teachers’ Abilities to Make Sense of Variable Parts Reasoning

The purpose of this study was to investigate how teachers understand one specific aspect of proportional reasoning. We were interested in understanding the extent to which practicing teachers were able to make sense of reasoning that involved the fixed number of variable-sized parts perspective. We used two items, drawn from a larger dataset, that encouraged teachers to reason about proportional situations using a variable parts perspective.

Author/Presenter

Chandra Hawley Orrill

John E. Millett

Year
2020
Short Description

The purpose of this study was to investigate how teachers understand one specific aspect of proportional reasoning - the extent to which practicing teachers were able to make sense of reasoning that involved the fixed number of variable-sized parts perspective.