Pedagogical Content Knowledge

Teaching Early Algebra through Example-based Problem Solving: Insights from Chinese and U.S. Elementary Classrooms

Drawing on rich classroom observations of educators teaching in China and the U.S., this book details an innovative and effective approach to teaching algebra at the elementary level, namely, "teaching through example-based problem solving" (TEPS).

Author/Presenter: 
Meixia Ding
Lead Organization(s): 
Year: 
2021
Short Description: 

Drawing on rich classroom observations of educators teaching in China and the U.S., this book details an innovative and effective approach to teaching algebra at the elementary level, namely, "teaching through example-based problem solving" (TEPS).

It’s Virtually Possible: Rethinking Preservice Teachers’ Field Experiences in the Age of COVID-19 and Beyond

This chapter offers lessons learned by teacher educators who guided preservice teachers in the modification of hands-on engineering lessons for virtual implementation during the spring 2020 semester as part of an NSF-funded project. PSTs delivered engineering lessons both synchronously and asynchronously to elementary school students and reported positive learning opportunities, gaining confidence and competence from their experiences.

Author/Presenter: 
Kristie S. Gutierrez
Jennifer J. Kidd
Min Jung Lee
Lead Organization(s): 
Year: 
2021
Short Description: 

This chapter offers lessons learned by teacher educators who guided preservice teachers in the modification of hands-on engineering lessons for virtual implementation during the spring 2020 semester as part of an NSF-funded project.

On the Alignment of Teachers’ Mathematical Content Knowledge Assessments with the Common Core State Standards

Instruments designed to measure teachers’ knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers’ knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little attention has been given to the content alignment between such instruments and curricular standards, particularly in regard to how content knowledge and pedagogical content knowledge items are distributed across mathematical topics.

Author/Presenter: 
Yasemin Copur-Gencturk
Erik Jacobson
Richard Rasiej
Year: 
2021
Short Description: 

This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment both between the instruments and between parallel forms within each instrument.

Students and Teachers Mobilizing Mathematical Concepts through Reciprocal Noticing

This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms. Drawing from highly resonant concepts from materialism and Indigenous Knowledges—two perspectives that researchers rarely bring into dialogue—this alternative approach explores the reciprocal, material, and more-than-human nature of noticing. By focusing on the role of movement in noticing, the approach discusses the indivisibility of sensing and making sense as students and teachers mobilize mathematical concepts.

Author/Presenter: 
Higinio Dominguez
Lead Organization(s): 
Year: 
2021
Short Description: 

This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms.

Shifts in Elementary Teachers' Pedagogical Reasoning: Studying Teacher Learning in an Online Graduate Program in Engineering Education

Background
Elementary educators are increasingly asked to teach engineering design, motivating study of how they learn to teach this discipline. In particular, there is a need to examine how teachers reason about pedagogical situations and dilemmas in engineering—how they draw on their disciplinary understandings, attention to students' thinking, and pedagogical practices to support students' learning.

Author/Presenter: 
Jessica Watkins
Merredith Portsmore
Rebecca D. Swanson
Year: 
2020
Short Description: 

The purpose of this qualitative study was to examine elementary teachers' pedagogical reasoning in an online graduate program. Authors asked: What stances do teachers take toward learning and teaching engineering design? How do these stances shift over the course of the program?

Transferability of Teacher Noticing

Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers’ (PMTs) noticing of a range of important aspects of classroom instruction. Less is known, however, about whether noticing skills that are developed during an intervention transfer to support PMTs’ in-the-moment noticing during their own teaching practice.

Author/Presenter: 
Shari L. Stockero
Lead Organization(s): 
Year: 
2020
Short Description: 

This study compared prospective mathematics teachers' (PMTs) noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in the intervention to determine whether the two groups of PMTs noticed different aspects of instruction.

Teacher Noticing and Reasoning about Student Thinking in Classrooms as a Result of Participating in a Combined Professional Development Intervention

We examine the teacher learning that results from participating in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions. We investigate whether and how five teachers’ attention to student thinking changed when implementing problem-based lessons that they collaboratively designed. Using Sherin and van Es’ (2009) framework, we analyzed 14 lessons taught over two consecutive years.

Author/Presenter: 
Gloriana Gonzalez
Gabriela E. Vargas
Year: 
2020
Short Description: 

This article examines the teacher learning that results from participating in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions.

Resource(s): 

Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform

This chapter explores a way of describing the teacher education curricular materials being developed by mathematics teacher educators through their interaction with the LessonSketch online platform (www.lessonsketch.org). We briefly describe the platform and the larger project and then using the experiences created by two fellows illustrate the kinds of materials being created by the teacher educators.

Author/Presenter: 
Daniel Chazan
Patricio Herbst
Dana Grosser-Clarkson
Elizabeth Fleming
Janet Walkoe
Emina Alibegović
Year: 
2018
Short Description: 

This chapter explores a way of describing the teacher education curricular materials being developed by mathematics teacher educators through their interaction with the LessonSketch online platform.

“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.

Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design

Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States.

Author/Presenter: 
June Ahn
Fabio Campos
Maria Hays
Daniela Digiacomo
Year: 
2019
Short Description: 

In this paper, authors present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States.

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