Elementary

This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the influences of teachers’ culturalhistorical backgrounds, attitudes, dispositions, interactions with students, and other situated elements of teaching on noticing mathematical thinking. Interviews used a think-aloud method to capture real-time framing as teachers observed children’s thinking on the same problem, using written work from their own and unfamiliar classrooms.

Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching.

Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment. The PCK-Fractions measure is designed to examine the effectiveness of teacher education program and field experiences in facilitating preservice teachers’ (PSTs) PCK for children’s fraction reasoning in grades 4–6.

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.

Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement.

Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement.

This article explores science teachers’ implementation of science and engineering practices (SEPs) under different instructional settings. We compared the number of SEPs science teachers reported using in face-to-face instruction (traditional), online-only instruction (virtual), or HyFlex instruction (synchronously online and in-person) from August 2020 to May 2021. Records and artefacts of the teachers’ instructional practices were collected over three one-week periods.

This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics education, they have not been integrated in a parent-teacher partnership program aimed at enhancing collaboration between multilingual families and teachers.

This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics education, they have not been integrated in a parent-teacher partnership program aimed at enhancing collaboration between multilingual families and teachers.

This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics education, they have not been integrated in a parent-teacher partnership program aimed at enhancing collaboration between multilingual families and teachers.