In this study, we investigated how high school credit recovery students worked in small groups and used computer-based scaffolds to conduct scientific inquiry in a problem-based learning unit centered on water quality. We examined how students searched for and evaluated information from different sources, and used evidence to support their claims. Data sources included screen recordings, interviews, scaffold trace data, and scaffold entry quality ratings. Findings indicate that many students struggled to use the scaffolding and did not fully respond to scaffold prompts.
This article presents an instructional strategy called Mathematical Bet Lines that was designed to promote classroom discourse and sense-making for all students, in particular English Language Learners. Introduced in Project AIM (All Included in Mathematics), a 40 hour professional development program focused promoting meaningful mathematical discourse, the Mathematical Bet Lines strategy supports comprehension of story problems by having students articulate to themselves and others their predictions regarding what is happening in the problem as it is revealed one sentence at a time. With
Facilitating meaningful mathematical discourse is dependent on the launch of the lesson where teachers prepare their students to work on the task.
Get them talking: Your formula for bringing math concepts to life!
Mathematics standards in the United States describe communication as an essential part of mathematics. One outlet for communication is writing. To understand the mathematics writing of students, we conducted a synthesis to evaluate empirical research about mathematics writing. We identified 29 studies that included a mathematics-writing assessment, intervention, or survey for students in 1st through 12th grade. All studies were published between 1991 and 2015.
This handbook provides detailed information on how to conduct a series of research-based professional learning sessions focused on helping elementary classroom teachers to facilitate science argumentation with their students. Each session is 2-3 hours long and focuses on topics such as:
Join two projects to discuss the challenges and opportunities afforded through online environments for providing professional development and supporting classroom implementation of mathematical practices.
Teams of researchers from Drexel University, Rutgers University, University of Missouri, and the Math Forum have been investigating online environments for math education and math teacher professional learning communities. The Virtual Math Teams project has developed a synchronous, multi-user GeoGebra implementation and studies the learning of small groups as well as the preparation of teachers to facilitate this learning.
Learn about pre- or in-service teacher education activities designed to support teacher facilitation of student disciplinary discussions through enactments that illustrate teacher education activities.
Often the most we know about our colleagues’ on-the-ground support of teachers is what we read in the methods sections of research articles, or what has been reified many times over in their published teacher learning materials. We rarely get to see, much less experience, one another’s approaches to supporting teachers. This session will open up the black-box of our work with teachers for discussion and scrutiny.
Learn about types of and purposes for elementary mathematical writing, and discuss implications for research and classroom implementation.
Although the mathematics education community long has emphasized the importance of discourse in teaching and learning mathematics, mathematical writing has not been clearly defined. Questions remain about how writing can leverage elementary students’ learning of mathematics. In October 2015, the Elementary Mathematical Writing Task Force came together and recommended four types of writing (exploratory, informative/explanatory, argumentative, and mathematically creative) and their respective purposes.
Powell, A. B., & Alqahtani, M. M. (2015). Promoting productive mathematical discourse: Tasks in collaborative digital environments. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1246-1249). East Lansing, MI: Michigan State University.