Classroom Practice

Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards.

Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards.

Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards.

Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards.

In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was developed to address the challenges of enacting an ideological commitment in local contexts–promoting equity and justice through culturally relevant pedagogy (CRP) in K-12 science classrooms. TSL consists of five design principles that articulate the goals (the ‘why” of practice), instead of prescribing pedagogical activities (the “what” of practice).

Uvvatuq naluallangniaqtugut (I humbly hope we run into game) is a phrase an Iñupiaq person would say before going out hunting in the Selawik dialect. We believe all things have a spirit, including animals. If a hunter announces they are going out hunting, the animal spirits will hear that and the hunter may have bad luck. Another phrase said in English is “I am going out for a ride.” The University of Alaska Fairbanks (UAF) was awarded a grant from the National Science Foundation.

This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections with aspects of culturally sustaining pedagogy.

We introduce and illustrate three principles for designing secondary mathematics classrooms in which multilingual students can benefit from participating in mathematical discussions. Drawing from the Academic Literacy in Mathematics (ALM) framework (Moschkovich, 2015), we developed these principles through a four-year design research collaboration with ninth grade mathematics teachers working in a linguistically diverse urban secondary school in the southwest USA.

Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This research used ALM as a framework to create a unit of instruction on linear rates of change for ninth grade mathematics in which multilingual students benefit from discussions. Project-specific design principles are presented along with qualitative analysis of classroom discussions from each phase of the project.

Songer, N.B. (2022 April) Training a new generation of problem solvers: How can education programs develop the problem-solving skills of today's schoolchildren and tomorrow's STEM workforce? Open Access Government.