Elementary

Fun and easy to use math games designed for children ages 3 to 6-years-old. Some games are quick and use everyday materials; others use a game board for more extended play. All of the games can be played multiple times and their difficulty can be increased or decreased to target a “just right” level of challenge for children as they gain proficiency.

Sensing Science has created several free educational apps for iPads to build conceptual understanding of matter and its changes in kindergarten students. Related resources and support materials are available.

The Fraction Activities and Assessments for Conceptual Teaching (FAACT) instructional program is designed to support teachers’ insights into students’ conceptual understandings of fractions. The overall program goal is to foster a deep conceptual understanding of fractions as quantities for students with LD and math difficulty. FAACT is designed from validated learning trajectories, which consist of a learning goal, developmental stages of thinking, and activities designed to explicitly promote the stages of thinking.

By encouraging elementary students to work collaboratively, they can gain essential skills such as perspective taking, conflict negotiation, and asking for and receiving assistance. Epistemic Network Analysis (ENA) is an analytic technique that provides an alternative to more typical approaches to analyzing and synthesizing coded dialogue. This study used an easy-to-implement prompting intervention in the context of collaborative (pair) programming with upper elementary students to demonstrate the potential of ENA to understand the impact of the intervention.

By encouraging elementary students to work collaboratively, they can gain essential skills such as perspective taking, conflict negotiation, and asking for and receiving assistance. Epistemic Network Analysis (ENA) is an analytic technique that provides an alternative to more typical approaches to analyzing and synthesizing coded dialogue. This study used an easy-to-implement prompting intervention in the context of collaborative (pair) programming with upper elementary students to demonstrate the potential of ENA to understand the impact of the intervention.

This web-based portal offers free, technology-enhanced science assessment tasks for Grades 3-5. Designed for use by educators, researchers, and the public, the tasks are aligned to the NGSS performance expectations and have been developed with elementary teachers.

Development of these tasks and associated resources will be ongoing, throughout the duration of the project period. These updates may include new and revised tasks, tasks for additional performance expectations, task rubrics, and other teacher materials and guides to support classroom assessment.

This web-based portal offers free, technology-enhanced science assessment tasks for Grades 3-5. Designed for use by educators, researchers, and the public, the tasks are aligned to the NGSS performance expectations and have been developed with elementary teachers.

Development of these tasks and associated resources will be ongoing, throughout the duration of the project period. These updates may include new and revised tasks, tasks for additional performance expectations, task rubrics, and other teacher materials and guides to support classroom assessment.

This article describes one mathematics professional development program designed to support all K-5 students' engagement in productive mathematical discussions, in particular emergent multilingual learners.

Malzahn, K., Sztajn, P., & Heck, D. (October, 2019). Talk is the ticket to teaching math to English learners. The Learning Professional, 40(5).

In this paper, we analyze a PD design, examining its activities and the sequencing of professional learning tasks. We use a theoretical framework typically used in pre-service teacher education to understand the design of one PD program. Our overarching goal is to theorize about how to design PD and sequence professional learning tasks for practicing teachers.

In this chapter, we use the Framework for Teaching Practice (Grossman, et al., 2009) as a conceptual tool for analzying the design of professional development. Although initially developed to examine the education of prospective teachers, we contend that this framework is appropriate for analyzing and supporting the design of professional development. The framework consists of three elements: decompositions, representations, and approximations of practice.