Research

Prior research has examined teachers’ noticing in order to understand what factors affect teacher noticing and how mathematics teacher educators can support that noticing. We contend, however, that analyzing teachers’ noticing has the potential to be used for additional purposes. In this paper, we illustrate how we used teachers’ noticing as one tool for gaining insight into our conceptualization of a complex teaching practice—the practice of building on student mathematical thinking.

Prior research has examined teachers’ noticing in order to understand what factors affect teacher noticing and how mathematics teacher educators can support that noticing. We contend, however, that analyzing teachers’ noticing has the potential to be used for additional purposes. In this paper, we illustrate how we used teachers’ noticing as one tool for gaining insight into our conceptualization of a complex teaching practice—the practice of building on student mathematical thinking.

The recent surge of artificial intelligence (AI) in science education has heightened interest among the NARST community—a curiosity about how technology can transform education that has lasted for decades. Founded in 1928, NARST is an international organization of thousands of members focused on improving science education through research. This growing interest is evidenced by the launch of the Research in Artificial Intelligence-Involved Science Education (RAISE) Research Interest Group in 2022 and the increasing number of AI-related studies presented at NARST conferences.

This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways. We draw on data from two research projects across two sites in the USA (West and Southwest). Both projects brought mothers and teachers together to do and talk about mathematics. The theoretical framework that informed the design of the projects and the data analysis is based on concepts from funds of knowledge theory and parents as intellectual resources.

This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways. We draw on data from two research projects across two sites in the USA (West and Southwest). Both projects brought mothers and teachers together to do and talk about mathematics. The theoretical framework that informed the design of the projects and the data analysis is based on concepts from funds of knowledge theory and parents as intellectual resources.

General educators rarely receive adequate training for supporting students with disabilities (SWDs). We suggest a key contributing factor is the longstanding gap between special and general education researchers, which is especially pronounced in mathematics. Researchers from these fields work in isolation from one another, the result of what sociologists term “epistemic bunkers.” These cross-field divisions have pragmatic consequences. Well-established teaching strategies known to support SWDs are untouched in general teacher education.

General educators rarely receive adequate training for supporting students with disabilities (SWDs). We suggest a key contributing factor is the longstanding gap between special and general education researchers, which is especially pronounced in mathematics. Researchers from these fields work in isolation from one another, the result of what sociologists term “epistemic bunkers.” These cross-field divisions have pragmatic consequences. Well-established teaching strategies known to support SWDs are untouched in general teacher education.

This study examines the demographics, qualifications, and turnover of STEM teachers in Kansas and Missouri—two contiguous, predominantly rural states in the Midwestern region of the United States. The existing literature lacks detailed insights regarding U.S. STEM teachers, especially with recent economic and social changes over the COVID-19 pandemic, and there is particularly limited evidence regarding STEM teachers in the U.S. Midwest.

The modern information landscape offers an abundance of options to learn about science topics, but it is also ripe for the spread of mis- and disinformation and science denial. Science education can play a pivotal role in mitigating harm from untruthful information, strengthening trust in science, and fostering a more informed and critically engaged public. Across the articles in this special issue, 10 pedagogical strategies to address mis- and disinformation in the classroom were synthesized.

With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners’ varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community becoming aware and intentional with how we situate learners’ language-related resources and practices in our work.