Teacher Practice

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.

An Emerging Community in Online Mathematics Teacher Professional Development: An Interactional Perspective

Online collaborative and content-focused professional development (PD) is becoming an increasingly important setting for supporting mathematics teachers’ professional learning. The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse.

Author/Presenter: 
Anthony Matranga
Jason Silverman
Year: 
2020
Short Description: 

The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse.

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.

Extended Reality Initiative: 360 Videos of Teaching/Learning Mathematics

This website provides a growing repository of 360 videos of classroom instruction (currently focusing on elementary mathematics). We also have created and are disseminating tutorial videos for using or creating similar media.

Author/Presenter: 
Karl Kosko
Lead Organization(s): 
Year: 
2019
Short Description: 

This website provides a growing repository of 360 videos of classroom instruction (currently focusing on elementary mathematics). We also have created and are disseminating tutorial videos for using or creating similar media.

Supporting the Scientific Practices through Epistemologically Responsive Science Teaching

Meaningfully engaging students in the NGSS scientific practices requires that student ideas become the driving force of classroom activity. However, in order for student ideas to take on this new role, teachers must engage in responsive teaching in which they elicit, notice, and respond to the substance of student thinking. In this work, we explore a variety of types of responsive teaching and elaborate a specific type of responsive teaching—what we call epistemologically responsive science teaching.

Author/Presenter: 
Leema K. Berland
Rosemary S. Russ
Cori P. West
Year: 
2019
Short Description: 

In this article, authors explore a variety of types of responsive teaching and elaborate a specific type of responsive teaching—epistemologically responsive science teaching.

Complementary Assessments of Prospective Teachers’ Skill with Eliciting Student Thinking

As teacher education shifts to focus on teaching beginners to do the work of teaching, assessments need to shift to focus on assessing practice. We focus on one teaching practice, eliciting student thinking, in the context of elementary mathematics. We describe assessments in two contexts (field and simulation). For each assessment, we describe the eliciting of three prospective teachers what could be seen about the skills of group of prospective teachers (N = 44).

Author/Presenter: 
Meghan Shaughnessy
Timothy A. Boerst
Susanna Owens Farmer
Lead Organization(s): 
Year: 
2019
Short Description: 

This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment.

Guiding collaborative revision of science explanations

This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment. We took advantage of natural language processing tools embedded in an online, collaborative environment to automatically score student responses using human-designed knowledge integration rubrics. We used the automated explanation scores to assign adaptive guidance to the students and to provide real-time information to the teacher on students’ learning.

Author/Presenter: 
Libby Gerard
Ady Kidron
Marcia C. Linn
Year: 
2019
Short Description: 

This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment.

Scaling up innovative learning in mathematics: exploring the effect of different professional development approaches on teacher knowledge, beliefs, and instructional practice

Professional learning experiences (PLEs) provide teachers with opportunities to improve their understanding of mathematics content and teaching practices. However, PLEs are often conducted in person and in small groups—hence costly and localized. The purpose of the current study was to explore different ways for teachers to engage in PLEs and how these approaches might enable the field to scale up these efforts in a sustainable manner.

Author/Presenter: 
Daniel J. Heck
Courtney L. Plumley
Despina A. Stylianou
Adrienne A. Smith
Gwendolyn Moffett
Year: 
2019
Short Description: 

The purpose of the current study was to explore different ways for teachers to engage in Professional learning experiences (PLEs) and how these approaches might enable the field to scale up these efforts in a sustainable manner.

Resource Type: 
Publication

Patterns Linking Interpreting and Deciding How to Respond During the Launch of a Lesson: Noticing from an Integrated Perspective

Researchers have generated a powerful framework that identifies three aspects of noticing students’ mathematical thinking: attending to, interpreting, and deciding how to respond to student thinking. Previous research has tended to focus on evaluating how well teachers engaged in noticing, and how well they connected the different aspects of noticing. We describe a complementary way of studying the connections between different aspects of noticing, one that stresses the content of teachers noticing.

Author/Presenter: 
Rob Wieman
Corey Webel
Year: 
2019
Short Description: 

Authors describe a complementary way of studying the connections between different aspects of noticing, one that stresses the content of teachers noticing. They report on a study in which participants were shown depictions of students reacting to the launch of a complex task. Participants then chose among a variety of possible interpretations and teacher responses.

Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms

In this article, we turn our attention to context-based approaches to science instruction. We studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized instruction in multilingual science classrooms. Contextualizing science activity is one of the key dimensions of the SSTELLA instructional framework.

Author/Presenter: 
Sara Tolbert
Corey Knox
Ivan Salinas
Lead Organization(s): 
Year: 
2019
Short Description: 

This article looks at context-based approaches to science instruction. Authors studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized instruction in multilingual science classrooms.

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