Lynch, S., Hunt, J.H., & Lewis, K. (2018). Productive struggle for all: Differentiated instruction. Mathematics Teaching in the Middle School, 24(4), 194-201.
This article looks at strategies that create access while maintaining the cognitive demand of a mathematics task.
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.
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.
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.
The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
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.
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.
Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated.
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.
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.
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.
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.
Our work suggests re-conceptualization of research concerning students’ over reliance on example-based reasoning, moving from a view of such reasoning as a stumbling block to quickly overcome toward a view of such reasoning as a necessary and critical foundation in learning to prove.
This brief draws on research supported by the National Science Foundation to highlight important considerations for educators and others who design and provide STEM educational experiences for young children.
