Elementary

In this paper, we propose a mathematics professional development tool designed to support teachers’ noticing for equity and improve their ability to provide powerful mathematics and an inclusive discourse community for each and every student. Used within the context of coaching cycles, this tool serves as a reflection guide for teachers to consider the extent to which all students had opportunities and access to rigorous mathematics and a discourse community and were engaged as doers and communicators of mathematics during a lesson.

In this paper, we propose a mathematics professional development tool designed to support teachers’ noticing for equity and improve their ability to provide powerful mathematics and an inclusive discourse community for each and every student. Used within the context of coaching cycles, this tool serves as a reflection guide for teachers to consider the extent to which all students had opportunities and access to rigorous mathematics and a discourse community and were engaged as doers and communicators of mathematics during a lesson.

Teacher reflection on the teaching and learning of mathematics is essential for driving instructional change. While teacher noticing is key to reflecting, this skill does not necessarily develop through teaching experience alone. Professional learning (PL) opportunities can play a critical role in supporting teachers’ use of reflection to purposefully cultivate their understanding of ways to attend, interpret and act on significant instructional moments (van Es et al., 2017).

Teacher reflection on the teaching and learning of mathematics is essential for driving instructional change. While teacher noticing is key to reflecting, this skill does not necessarily develop through teaching experience alone. Professional learning (PL) opportunities can play a critical role in supporting teachers’ use of reflection to purposefully cultivate their understanding of ways to attend, interpret and act on significant instructional moments (van Es et al., 2017).

While peer-to-peer conversations can be beneficial for children’s linguistic and mathematical development, the specific conditions needed to support optimal conversations remain elusive. As part of a larger project to infuse peer-to-peer interactions into mathematics instruction for multilingual students, 8- to 11-year-old children in the U.S. were videotaped by their teachers interviewing one another about their solution strategies to equal sharing problems.

Science instruction in elementary school provides a base for student understanding of the natural world, yet policies prioritizing mathematics and reading have marginalized science. In response, some teachers have enhanced their science instruction by introducing students to participatory science (PS) projects. Using data from a larger study that examines the development of educative support materials for two existing PS projects, this embedded mixed methods study focuses on teachers’ and students’ experiences learning outdoors.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.