Classroom Practice

“This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment

Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment. Research in Science Education.

Author/Presenter: 
Lama Z. Jaber
Elizabeth Hufnagel
Jennifer Radoff
Year: 
2019
Short Description: 
This article discusses supporting inquiry in an online learning environment.

Growth in children’s understanding of generalizing and representing mathematical structure and relationships

We share here results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5.

Author/Presenter: 
Maria Blanton
Isil Isler-Baykal
Rena Stroud
Ana Stephens
Eric Knuth
Angela Murphy Gardiner
Lead Organization(s): 
Year: 
2019
Short Description: 
Authors share results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5.

Simulations as a Tool for Practicing Questioning

In this chapter we discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions. We share data from a research project in which we implemented multiple iterations of a set of simulated teaching experiences in an elementary mathematics methods course. In each experience, preservice teachers contrasted the consequences of different pedagogical choices in response to a particular example of student thinking.

Author/Presenter: 
Corey Webel
Kimberly Conner
Wenmin Zhao
Lead Organization(s): 
Year: 
2018
Short Description: 
Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.

What Can We Learn from Correct Answers?

Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most students solve a problem correctly.

Ebby, C. B., Hulbert, E. T., and Fletcher, N. (2019). What can we learn from correct answers? Teaching Children Mathematics, 25(6), 346-353.

Author/Presenter: 
Caroline B. Ebby
Elizabeth T. Hulbert
Nicole Fletcher
Lead Organization(s): 
Year: 
2019
Short Description: 
This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.

Theorizing reciprocal noticing with non-dominant students in mathematics

In this paper, I theorize reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts. Findings from a unit on measuring time implemented in two classrooms with non-dominant students illustrate how teachers and students—through their reciprocal noticing—mobilize concepts back to previous understandings and forward to possible new meanings.

Author/Presenter: 
Higinio Dominguez
Lead Organization(s): 
Year: 
2019
Short Description: 
In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts.

What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school. First, we interviewed 22 middle and high school students who varied in their level of engagement and disengagement. Support from adults and peers, opportunities to make choices, and external incentives aligned with greater engagement. In contrast, a strict disciplinary structure, an irrelevant and boring curriculum, disengaged peers, and lack of respect by adults coincided with greater disengagement.

Author/Presenter: 
Jennifer A. Fredricks
Alyssa K. Parr
Jamie L. Amemiya
Ming-Te Wang
Scott Brauer
Lead Organization(s): 
Year: 
2019
Short Description: 
This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.

Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices

Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students’ emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom. We also examined whether these associations differed by student gender and prior mathematics achievement.

Author/Presenter: 
Alyssa Parr
Jamie Amemiya
Ming-Te Wang
Lead Organization(s): 
Year: 
2018
Short Description: 
Authors examine how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom.

Does student-centered instruction engage students differently? The moderation effect of student ethnicity

Student-centered instruction is featured in reforms that aim to improve excellence and equity in mathematics education. Although research on stereotype threat suggests that student-centered instruction may have differential effects on racial minority students, the relationship between student-centered mathematics instruction and student engagement remains understudied.

Author/Presenter: 
Eli Talbert
Tara Hofkens
Ming-Te Wang
Lead Organization(s): 
Year: 
2018
Short Description: 
This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by ethnicity.

What does it mean to notice my students’ ideas in science today?: An investigation of elementary teachers’ practice of noticing their students’ thinking in science

Efforts toward improving K-12 science education emphasize teachers noticing students’ thinking as they engage in disciplinary practices and reasoning. This noticing requires specialized teacher knowledge and skills as it involves attending to students’ ideas, as well as making sense of and responding to those ideas so that the disciplinary substance in them is recognized, made explicit, and supported.
Author/Presenter: 
Melissa J. Luna
Year: 
2018
Short Description: 
An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice.

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