Classroom Practice

“Teaching Them How to Fish”: Learning to Learn and Teach Responsively

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.
Author/Presenter

Caroline B. Ebby

Brittany Hess

Lizzy Pecora

Jennifer Valerio

Lead Organization(s)
Year
2021
Short Description

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.

Constructing Goals for Student Learning through Conversation

Learning goals differ from performance goals. We elaborate on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.

Hunt, J. & Stein, M. K. (2020). Constructing goals for student learning through conversation. Mathematics Teacher: Learning and Teaching PK-12, 113(11), 904-909.

Author/Presenter

Jessica Hunt

Mary Kay Stein

Year
2020
Short Description

Learning goals differ from performance goals. This article elaborates on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.

Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning

One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change—a tested and confirmed learning trajectory of fraction concepts of students with LDs grounded in student-centered instruction—served as the basis for our multistage scientific design process.

Author/Presenter

Jessica H. Hunt

Kristi Martin

Andy Khounmeuang

Juanita Silva

Blain Patterson

Jasmine Welch-Ptak

Year
2020
Short Description

One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. This article reports the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding.

Using Authentic Video Clips of Classroom Instruction to Capture Teachers’ Moment-to-Moment Perceiving as Knowledge-Filtered Noticing

In this article, we report on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception. We developed items to capture teachers’ perception of similarity of their own teaching to the teaching shown in three short video clips of authentic classroom instruction. We describe the item design and relate teachers’ moment-to-moment noticing to their reflective noticing as measured by judgements of similarity teachers provided after viewing each video.

Author/Presenter

Nicole B. Kersting

James E. Smith

Beau Vezino

Lead Organization(s)
Year
2021
Short Description

This article reports on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception.

Characterizing Science Classroom Discourse Across Scales

Sandoval, W. A., Kawasaki, J., & Clark, H. F. (2020). Characterizing science classroom discourse across scales. Research in Science Education.

Author/Presenter

William A. Sandoval

Jarod Kawasaki

Heather F. Clark

Year
2020
Short Description

This Research in Science Education article focuses on characterizing classroom discourse in science.

Different Ways to Implement Innovative Teaching Approaches at Scale

Maass, K., Cobb, P., Krainer, K., & Potari, D. (2019). Different ways to implement innovative teaching approaches at scale. Educational Studies in Mathematics, 102, 303-318.

Author/Presenter

Katja Maass

Paul Cobb

Konrad Krainer

Despina Potari

Lead Organization(s)
Year
2019
Short Description

This article discusses the implementation of innovative teaching approaches in mathematics.

“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators

There is international and widespread recognition that early childhood education must be fully inclusive and based on the language, culture, and epistemology of local Indigenous communities (Kitson, 2010). Early childhood education (ECE) programs can only deliver on the promises ofculturally responsive schooling (Castagno & Brayboy, 2008; McCarty & Lee, 2014) when “staff members understand cultural expectations, relationships, and the subtleties of communication, including non-verbalcommunication” within the community (Kitson & Bowes, 2010, p.86).

Author/Presenter

Angelina E. Castagno

Tiffany Tracy

Desiree Denny

Breanna Davis

Hosava Kretzmann

Lead Organization(s)
Year
2020
Short Description

This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of academically rigorous, culturally responsive curriculum across the Navajo Nation.

Initiation-Entry-Focus-Exit and Participation: A Framework for Understanding Teacher Groupwork Monitoring Routines

In this paper, we offer a framework for teacher monitoring routines—a consequential yet understudied aspect of instruction when teachers oversee students’ working together. Using a comparative case study design, we examine eight lessons of experienced secondary mathematics teachers, identifying common interactional routines that they take up with variation.

Author/Presenter

Nadav Ehrenfeld

Ilana S. Horn

Lead Organization(s)
Year
2020
Short Description

In this paper, authors offer a framework for teacher monitoring routines—a consequential yet understudied aspect of instruction when teachers oversee students’ working together.

Complementary Assessments of Prospective Teachers’ Skill with Eliciting Student Thinking

As teacher education shifts to focus on teaching beginners to do the work of teaching, assessments need to shift to focus on assessing practice. We focus on one teaching practice, eliciting student thinking, in the context of elementary mathematics. We describe assessments in two contexts (field and simulation). For each assessment, we describe the eliciting of three prospective teachers what could be seen about the skills of group of prospective teachers (N = 44).

Author/Presenter

Meghan Shaughnessy

Timothy A. Boerst

Susanna Owens Farmer

Lead Organization(s)
Year
2019
Short Description

This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment.

Complementary Assessments of Prospective Teachers’ Skill with Eliciting Student Thinking

As teacher education shifts to focus on teaching beginners to do the work of teaching, assessments need to shift to focus on assessing practice. We focus on one teaching practice, eliciting student thinking, in the context of elementary mathematics. We describe assessments in two contexts (field and simulation). For each assessment, we describe the eliciting of three prospective teachers what could be seen about the skills of group of prospective teachers (N = 44).

Author/Presenter

Meghan Shaughnessy

Timothy A. Boerst

Susanna Owens Farmer

Lead Organization(s)
Year
2019
Short Description

This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment.