Classroom Practice
Synchronous Online Video-Based Development for Rural Mathematics Coaches (Collaborative Research: Amador and Choppin)
The goal of the project is to support mathematics coaches to (a) facilitate productive planning and debriefing conversations with teachers; (b) notice salient coaching practices and their impact on teachers' thinking; and (c) use evidence of teacher learning to make decisions about their own coaching practices. We engage coaches in a three-part professional development model that includes (a) an online course on content-focused coaching, (b) one-on-one video-based coaching cycles, and (c) an online video club.
Synchronous Online Video-Based Development for Rural Mathematics Coaches (Collaborative Research: Amador and Choppin)
The goal of the project is to support mathematics coaches to (a) facilitate productive planning and debriefing conversations with teachers; (b) notice salient coaching practices and their impact on teachers' thinking; and (c) use evidence of teacher learning to make decisions about their own coaching practices. We engage coaches in a three-part professional development model that includes (a) an online course on content-focused coaching, (b) one-on-one video-based coaching cycles, and (c) an online video club.
The Power of Interviewing Students
A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.
MacVicar, T. J., Brodesky, A. R., and Fagan, E. R. (2021). The power of interviewing students. Mathematics Teacher: Learning and Teaching PK-12, 114(6), 436–444.
A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.
Reasoning Language for Teaching Secondary Algebra
Reasoning Language for Teaching Secondary Algebra (ReLaTe-SA) is working in partnership with the San Antonio Independent School District to investigate the algebraic reasoning and discourse tools that secondary mathematics teachers use to make algebra concepts accessible for students and orchestrate and respond to student work on mathematics tasks. We are investigating teachers' algebraic discourse through written surveys, interviews, and a year-long professional development program focused on enhancing students' opportunities for algebraic reasoning in the classroom.
Professional Development Supports for Teaching Bioinformatics through Mobile Learning
PBS News Hour Student Reporting Labs StoryMaker: STEM-Integrated Student Journalism
PI: Leah Clapman, PBS NewsHour
Learning Trajectories as a Complete Early Mathematics Intervention: Achieving Efficacies of Economies at Scale
Improving Grades 6-8 Students' Mathematics Achievement in Modeling and Problem Solving through Effective Sequencing of Instructional Practices
With operating title Researching Order of Teaching (ROOT), this project brings together 100 middle grades mathematics teachers in a teacher-researcher alliance to articulate effective instructional practices for promoting modeling and problem-solving achievement. Strategies center around Explicit Attention to Concepts and Student Opportunities to Struggle, culminating in a randomized cluster crossover trial. The poster includes results from the first two years, featuring professional development materials, a video observation tool, and findings from classroom studies.