Discourse

An Examination of Credit Recovery Students’ Use of Computer-Based Scaffolding in a Problem-Based, Scientific Inquiry Unit

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.

Access Link:

https://link.springer.com/article/10.1007/s10763-017-9872-9

Author/Presenter:

Brian R. Belland

D. Mark Weiss

Nam Ju Kim

Jacob Piland

Jiangyue Gu

Lead Organization(s):

Utah State University (USU)

Year:

2019

Short Description:

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Supporting Sense-making with Mathematical Bet Lines

Mathematics

Discourse

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

Author/Presenter:

Lara Dick

Tracy Foote White

Aaron Trocki

Paola Sztajn

Daniel Heck

Kate Herrema

Lead Organization(s):

North Carolina State University (NCSU)

Horizon Research, Inc.

Year:

2016

Short Description:

Resource(s):

Bet Lines.pdf

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Launching a Discourse-rich Mathematics Lesson

Mathematics

Discourse

Facilitating meaningful mathematical discourse is dependent on the launch of the lesson where teachers prepare their students to work on the task.

Access Link:

Author/Presenter:

Aaron Trocki

Christine Taylor

Tina Starling

Paola Sztajn

Daniel Heck

Lead Organization(s):

North Carolina State University (NCSU)

Horizon Research, Inc.

Year:

2015

Short Description:

This article discusses the use of the Think Aloud strategy at the beginning of a lesson to model to students both the type of thinking that develops conceptual understanding, as well as how to share one’s thinking.

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Mathematical Argumentation in Middle School—The What, Why, and How

Mathematics

Discourse

Standards

Get them talking: Your formula for bringing math concepts to life!

Access Link:

https://us.corwin.com/en-us/nam/mathematical-argumentation-in-middle-school%E2%8...

Author/Presenter:

Jennifer Knudsen

Harriette Stevens

Teresa Lara-Meloy

Hee-Joon Kim

Nicole Shechtman

Lead Organization(s):

SRI International

Year:

2017

Short Description:

This guide delivers all the tools you need to get serious about mathematical argumentation and bring well-planned, well-constructed mathematical discourse to life in your classroom.

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A synthesis of mathematics writing: Assessments, interventions, and surveys

Mathematics

Assessment

Discourse

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.

Access Link:

http://www.jowr.org/abstracts/vol8_3/Powell_et_al_2017_8_3_abstract.html

Author/Presenter:

Sarah Powell

Michael Hebert

Jeremy Cohen

Tutita Casa

Janine Firmender

Lead Organization(s):

University of Connecticut (UConn)

Saint Joseph's University

Year:

2017

Short Description:

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.

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The Leaders Handbook for the Practicum Academy to Improve Science Education (PRACTISE)

Science

Discourse

Professional Development

Research

Standards

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:

Author/Presenter:

Emily Weiss

Craig Strang

Lead Organization(s):

University of California, Berkeley (UC Berkeley)

Year:

2017

Short Description:

The Practicum Academy to Improve Science Education (PRACTISE) is a professional learning program to support scientific argumentation in grades 3-5. 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.

Resource(s):

Overview of the PRACTISE Handbook

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Teachers Extending Their Knowledge in Online Collaborative Learning Environments: Opportunities and Challenges

21st Century Skills

Assessment

Cyberlearning

Disciplinary Content Knowledge

Discourse

Educational Technology

Geometry

Pedagogical Content Knowledge

Pedagogy

Professional Development

Standards

Teacher Attitudes/Beliefs

STEM Categorization:

Day:

Fri

Join two projects to discuss the challenges and opportunities afforded through online environments for providing professional development and supporting classroom implementation of mathematical practices.

Date/Time:

9:15 am to 10:45 am

Presenters:

Location:

Session Materials:

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.

Session Types:

Concurrent Session

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Preparing Teachers to Support Rich Disciplinary Discussions in Their Classrooms

Classroom Practice

Discourse

Pedagogical Content Knowledge

Pedagogy

Professional Development

STEM Categorization:

Day:

Thu

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.

Date/Time:

2:15 pm to 3:45 pm

Presenters:

Location:

Session Materials:

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.

Session Types:

Concurrent Session

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Elementary Mathematical Writing Task Force Recommendations: Implications for Research and Classroom Implementation

STEM Categorization:

Day:

Thu

Learn about types of and purposes for elementary mathematical writing, and discuss implications for research and classroom implementation.

Date/Time:

9:30 am to 11:00 am

Presenters:

Location:

Session Materials:

View The Task Force Recommendations Website

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.

Session Types:

Concurrent Session

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Promoting productive mathematical discourse: Tasks in collaborative digital environments

Cyberlearning

Discourse

Educational Technology

Geometry

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.

Access Link:

http://cadrek12.org/sites/default/files/webform/Powell%20%26%20Alqahtani%20%2820...

Author/Presenter:

Arthur B. Powell

Muteb M. Alqahtani

Lead Organization(s):

Rutgers University (RU)

Year:

2015

Short Description:

Tasks can be vehicles for productive mathematical discussions. How to support such discourse in collaborative digital environments is the focus of our theorization and empirical examination of task design that emerges from a larger research project. We present our task design principles that developed through an iterative research design for a project that involves secondary teachers in online courses to learn discursively dynamic geometry by collaborating on construction and problem-solving tasks in a cyber learning environment. In this study, we discuss a task and the collaborative work of a team of teachers to illustrate relationships between the task design and productive mathematical discourse. Implications suggest further investigations into interactions between characteristics of task design and learners mathematical activity.

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Discourse

Pages