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DR K-12 Presenters:
A key aspect of supporting teachers’ learning on a large scale concerns mathematics leaders’ practices in designing for and leading high-quality professional development. We report on a retrospective analysis of an initial design experiment aimed at supporting the learning of three math leaders who were charged with supporting the learning of middle-grades mathematics teachers across a large US school district.
This paper employs meta-analysis to determine the influence of computer-based scaffolding characteristics and study and test scorequality on cognitive outcomes in science, technology, engineering, and mathematics education at the secondary, college, graduate, and adult levels.
Mejia Colindres, C. A. (2015). Thunder and Lightning: Understanding Equidistance. Mathematics Teacher, 108(6), 454-460.
Lightning strikes, and two people hear thunder simultaneously. Where might the lightning have struck? Now consider a slightly different scenario: Lightning strikes, and three people hear thunder simultaneously. Where might the lightning have struck? These scenarios set the stage for an exploration of equidistance and lead students to develop properties of the perpendicular bisector.
Sorto, M. A., Mejia Colindres, C. A., & Wilson, A. T. (2014). Uncovering and Eliciting Mathematical Perceptions in Linguistically Diverse Classrooms. Mathematics Teaching in the Middle School, 20(2), 72–77.
One of the many challenges that teachers face in mathematics classrooms is determining how much of the verbal and written explanations help students accomplish instructional goals. The challenge is greater in linguistically diverse classrooms because the explanations and multiple representations are not perceived uniformly by all students.
In this essay, the authors share a professional dialogue about the ways in which issues of power emerge in preschool classrooms when teachers endeavor to build on childrens home and school mathematical experiences and understanding. From different perspectives, as early childhood and mathematics education researchers, the authors discuss ways in which data from teacher interviews and discussions collected during a professional development program provide evidence of whose knowledge is privileged.
Growing attention to preK mathematics and increased focus on standards in the US may be leading policy makers, administrators, and practitioners down the wrong path when it comes to assessing young children. The temptation to rely on standardised assessment practices may result in misguided understandings about what children actually know about mathematics.
Many national initiatives in K-12 science, technology, engineering, and mathematics (STEM) education have emphasized the connections between teachers and improved student learning. Much of the discussion surrounding these initiatives has focused on the preparation, professional development, evaluation, compensation, and career advancement of teachers. Yet one critical set of voices has been largely missing from this discussion - that of classroom teachers themselves.
Field placements serve as the traditional ‘clinical’ experience for prospective mathematics teachers to immerse themselves in the mathematical challenges of students. This article reports data from a different type of learning experience, that of a clinical simulation with a standardized individual. We begin with a brief background on medical education’s long-standing use of standardized patients, and the recent diffusion of clinical simulations to teacher and school leader preparation contexts.
