Virginia Mathematics Specialist Initiative (VMSI)
Organization Type
Teachers
Discipline/Topic
Mathematics
City Digits: Developing Socially-Grounded Data Literacy Using Digital Tools
Williams, S., Deahl, E., Rubel, L., & Lim, V. (2014). City Digits: Developing Socially-Grounded Data Literacy Using Digital Tools. Journal of Digital and Media Literacy, 2(2). www.jodml.org
Lead Organization(s)
Year
2014
Short Description
How Kids are Learning Math, Maps and Spatial Justice
Rubel, L. & Hall-Wieckert, M. (2015, July 30). How kids are learning math, maps and spatial justice. Retrieved from www.mediashift.com.
Lead Organization(s)
Year
2015
Critical Pedagogy of Place in Mathematics: Texts, Tools and Talk
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Lead Organization(s)
Year
2015
Short Description
This paper explores the potential of integrating critical and place-based perspectives supported by mobile, digital technologies in secondary mathematics. The paper describes two curricular modules: Local Lotto, a mathematical investigation of the state lottery, and Cash City, a mathematical investigation about pawn shops, which were piloted in a high school in an underserved neighborhood in New York City.
Resource(s)
Simulating teaching: New possibilities for assessing teaching practice
This paper argues that successful practice-based teacher education requires innovations in assessment that can better inform preservice teachers and those who prepare them. Such assessments must focus directly on specific teaching practices of novice teachers, as well as offer opportunities to assess the use of content knowledge for teaching. Simulations, an assessment type used in other professional fields, hold promise as one means for gathering data about and providing feedback on teaching.
Lead Organization(s)
Year
2015
Pawnshops to Teach Percent and Percent to Teach Pawnshops
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Lead Organization(s)
Year
2015
Resource(s)
Connecting Research to Teaching: Focusing on Mathematical Arguments
Research leads to a framework modifying Toulmin's model of argumentation to help teachers interpret classroom discussion and support students' contributions.
Singletary, L. & Conner, A. (2015). Connecting research to teaching: Focusing on mathematical arguments. Mathematics Teacher, 109(2), 143-147).
Lead Organization(s)
Year
2015
Short Description
Practitioner-focused article connecting research on argumentation to teachers' practice.
How to better understand the diverse mathematical thinking of learners
In this article Jessica Hunt explores the use of clinical interviews to gain a deep understanding of students' knowledge. Examples of clinical interviews are provided and advice for planning, giving and interpreting the results of interviews is also included.
Hunt, J.H. (2015). How to better understand the diverse mathematical thinking of learners. Australian Primary Mathematics Classroom, 20(2), 15-21.
Lead Organization(s)
Year
2015
Exploratory Study of Informal Strategies for Equal Sharing Problems of Students With Learning Disabilities
Little to no information exists explaining the nature of conceptual gaps in understanding fractions for students with learning disabilities (LD); such information is vital to practitioners seeking to develop instruction or interventions. Many researchers argue such knowledge can be revealed through student’s problem-solving strategies. Despite qualitative differences in thinking and representation use in students with LD that may exist, existing frameworks of student’s strategies for solving fraction problems are not inclusive of students with LD.
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Lead Organization(s)
Year
2014
Resource(s)
Iteration: Unit Fraction Knowledge and the French Fry Tasks
Tzur, R. & Hunt, J. (2015). Iteration: Unit fraction knowledge and the French fry tasks. Teaching Children Mathematics, 22(3), 149-157.
Lead Organization(s)
Year
2015