Teacher Practice

Using Online Simulations to Promote Elementary Preservice Teachers’ Facilitation of Argumentation-Focused Discussions in Mathematics and Science

In this study, our team developed and is studying the use of an Online Practice Suite (OPS) composed of a coordinated and scaffolded collection of three practice-based online simulations designed to support the development of preservice teachers' (PSTs’) abilities, skills, beliefs, and understanding around one ambitious teaching practice within mathematics and science: facilitating discussions that engage students in argumentation.

Author/Presenter

Jamie N. Mikeska

Dionne Cross Francis

Pamela Lottero-Perdue

Meredith Park Rogers

Calli Shekell

Pavneet Bharaj

Heather Howell

Adam Maltese

Meredith Thompson

Justin Reich

Lead Organization(s)
Year
2021
Short Description

In this study, our team developed and is studying the use of an Online Practice Suite (OPS) composed of a coordinated and scaffolded collection of three practice-based online simulations designed to support the development of preservice teachers' (PSTs’) abilities, skills, beliefs, and understanding around one ambitious teaching practice within mathematics and science: facilitating discussions that engage students in argumentation.

Lessons From a Co-design Team on Supporting Student Motivation in Middle School Science Classrooms

Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice.

Author/Presenter

Jennifer A. Schmidt

Lisa Linnenbrink-Garcia

Christopher J. Harris

David McKinney

Pei Pei Liu

Year
2021
Short Description

Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for designing and implementing professional learning focused on supporting middle school students’ motivation in science.

Lessons From a Co-design Team on Supporting Student Motivation in Middle School Science Classrooms

Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice.

Author/Presenter

Jennifer A. Schmidt

Lisa Linnenbrink-Garcia

Christopher J. Harris

David McKinney

Pei Pei Liu

Year
2021
Short Description

Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for designing and implementing professional learning focused on supporting middle school students’ motivation in science.

Lessons From a Co-design Team on Supporting Student Motivation in Middle School Science Classrooms

Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice.

Author/Presenter

Jennifer A. Schmidt

Lisa Linnenbrink-Garcia

Christopher J. Harris

David McKinney

Pei Pei Liu

Year
2021
Short Description

Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for designing and implementing professional learning focused on supporting middle school students’ motivation in science.

Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts

In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the responding component of teacher noticing and use our findings to present an emerging framework characterizing the multidimensional nature of this practice. We present two key outcomes based on the findings of this work. First, we show how a formative assessment context situated outside of instruction can engage teachers in practice-based noticing.

Author/Presenter

Melissa Luna

Sarah Selmer

Lead Organization(s)
Year
2021
Short Description

In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the responding component of teacher noticing and use our findings to present an emerging framework characterizing the multidimensional nature of this practice.

The Development of Critical Teaching Skills for Preservice Secondary Mathematics Teachers Through Video Case Study Analysis

Using social learning theory with the central concept of a community of practice, we situate this work within a secondary mathematics methods course to unpack preservice secondary mathematics teachers (PSMTs) development through the use of video case studies. We analyzed six sessions of the course in which PSMTs engaged in discussions about video segments of mathematics teaching rooted in the Teaching for Robust Understanding (TRU) framework for high-quality instruction. Analysis of this data showed opportunities for PSMTs to develop critical skills for teaching (Hiebert et al., 2007).

Author/Presenter

Helene S. Leonard

Youngjun Kim

Su San Lim

Victoria D. Bonaccorso

Joseph DiNapoli

Eileen Murray

Lead Organization(s)
Year
2021
Short Description

Using social learning theory with the central concept of a community of practice, we situate this work within a secondary mathematics methods course to unpack preservice secondary mathematics teachers (PSMTs) development through the use of video case studies. We analyzed six sessions of the course in which PSMTs engaged in discussions about video segments of mathematics teaching rooted in the Teaching for Robust Understanding (TRU) framework for high-quality instruction.

360 Video as an Immersive Representation of Practice: Interactions between Reported Benefits and Teacher Noticing

This study examined and compared teachers’ perceived affordances of 360 video as a representation of practice and their professional noticing of students’ mathematics in 360 videos. Data were collected from both preservice and inservice teachers (n = 34) enrolled in one of three mathematics pedagogy courses. Data included participant responses after watching a 360 video of a primary grades mathematics lesson on the commutative property. Teachers described an important student action and indicated where they focused while watching the video.

Author/Presenter

Karl Wesley Kosko 

Tracy Weston

Julie Amador

Lead Organization(s)
Year
2021
Short Description

This study examined and compared teachers’ perceived affordances of 360 video as a representation of practice and their professional noticing of students’ mathematics in 360 videos. Results from this study suggest that referencing teacher movement and student tables or groups is associated with a higher focus on student actions and that 360 video affords opportunities for teachers to notice students’ mathematical thinking.

Establishing Student Mathematical Thinking as an Object of Class Discussion

Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish.

Author/Presenter

Keith R. Leatham

Laura R. Van Zoest

Ben Freeburn

Blake E. Peterson

Shari L. Stockero

Year
2021
Short Description

Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish. Based on an analysis of secondary mathematics teachers’ enactments of building, we describe two critical aspects of establish—establish precision and establish an object—and the actions teachers take in association with these aspects.

Establishing Student Mathematical Thinking as an Object of Class Discussion

Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish.

Author/Presenter

Keith R. Leatham

Laura R. Van Zoest

Ben Freeburn

Blake E. Peterson

Shari L. Stockero

Year
2021
Short Description

Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish. Based on an analysis of secondary mathematics teachers’ enactments of building, we describe two critical aspects of establish—establish precision and establish an object—and the actions teachers take in association with these aspects.

Establishing Student Mathematical Thinking as an Object of Class Discussion

Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish.

Author/Presenter

Keith R. Leatham

Laura R. Van Zoest

Ben Freeburn

Blake E. Peterson

Shari L. Stockero

Year
2021
Short Description

Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish. Based on an analysis of secondary mathematics teachers’ enactments of building, we describe two critical aspects of establish—establish precision and establish an object—and the actions teachers take in association with these aspects.