Case Studies
Case studies from the FAACT project.
Year
2015
Short Description
Case Studies from the FAACT project.
Mathematics
A Handbook and Tool for Uncovering Children’s Conceptions of Fractions
Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.
Year
2015
Short Description
Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.
Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties
Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students may face understanding fraction concepts. One way to characterize such conceptions is through the creation of a framework that depicts key understandings evidenced as students work with problematic situations.
Lead Organization(s)
Year
2016
Short Description
This study extends current literature by presenting key understandings of fractions, documented through problem-solving activity, language, representations, and operations, evidenced by students with LD and mathematics difficulties as they engaged with equal sharing problems.
Productive Struggle for All: Differentiated Instruction
Lynch, S., Hunt, J.H., & Lewis, K. (2018). Productive struggle for all: Differentiated instruction. Mathematics Teaching in the Middle School, 24(4), 194-201.
Lead Organization(s)
Year
2018
Short Description
This article looks at strategies that create access while maintaining the cognitive demand of a mathematics task.
Rehumanizing the Mathematics Education of Students with Disabilities: Critical Perspectives on Research and Practice
Lambert, R., Tan, P., Hunt, J. H., & Candella, A. (2018). Re-humanizing the mathematics education of students with disabilities: Critical perspectives on research and practice. Investigations in Mathematics Learning, 10(3), 129-132.
Lead Organization(s)
Year
2018
Short Description
This editorial is part of a special issue of Investigations in Mathematics Learning Critical Approaches that was inspired by a Disability in Mathematics Education working group.
Think-Pair-Show-Share to Increase Classroom Discourse
Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
Hunt, J. H., MacDonald, B., Lambert, R., Sugita, T., & Silva, J. (2018). Think, pair, show, share to increase classroom discourse. Teaching Children Mathematics (Focus Issue-Invited contribution), 25(2), 80-84.
Lead Organization(s)
Year
2018
Short Description
The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
Pre-service K-8 Teachers’ Professional Noticing and Strategy Evaluation Skills: An Exploratory Study
This study sheds light on three teaching competencies: Pre-service teachers’ (PSTs’) professional noticing of student mathematical reasoning and strategies, their ability to assess the validity of student reasoning and strategies, and to select student strategy for class discussion. Our results reveal that PSTs with strong awareness of mathematically significant aspects of student reasoning and strategies (focused noticing) were better positioned to assess the validity of student reasoning and strategies.
Lead Organization(s)
Year
2018
Short Description
This study sheds light on three teaching competencies: Pre-service teachers’ (PSTs’) professional noticing of student mathematical reasoning and strategies, their ability to assess the validity of student reasoning and strategies, and to select student strategy for class discussion.
Middle school teachers’ differing perceptions and use of curriculum materials and the common core
Lead Organization(s)
Year
2018
Short Description
Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated.
Teaching of the associative property: A natural classroom investigation
In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district. Findings indicate that the associative property was often conflated with the commutative property during teaching. The role of the associative property in many computational tasks remained fully implicit, even after the property had been formally introduced.
Lead Organization(s)
Year
2018
Short Description
In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district.
Examining the career paths of doctorates in mathematics education working in institutions of higher education
This article focuses on the career paths in higher education taken by 351 doctoral graduates in mathematics education and provides insight into their career path and their resulting workload. Because some of the sample is drawn from graduates of programs with NSF funding related to doctoral preparation, it represents a best-case scenario of doctoral preparation experiences.
Lead Organization(s)
Year
2018
Short Description
This article focuses on the career paths in higher education taken by 351 doctoral graduates in mathematics education and provides insight into their career path and their resulting workload.