Elementary

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementation with educators, and sample drawings, detailing how personal drawings were made visible across participants and the conversations resulting from viewing and reflecting on one another’s drawings.

Mathematics coaching differs significantly from mathematics teaching, and many coaches transition to the role directly from teaching with limited opportunities to learn to work effectively with teachers. Although coach professional development can provide one source of support for coaches’ learning, coaches might also benefit from close work with other accomplished facilitators of teachers’ learning, such as district mathematics leaders. This study analyzed interviews with 15 district mathematics leaders to understand whether and how they supported school-based mathematics coaches.

Mathematics coaching differs significantly from mathematics teaching, and many coaches transition to the role directly from teaching with limited opportunities to learn to work effectively with teachers. Although coach professional development can provide one source of support for coaches’ learning, coaches might also benefit from close work with other accomplished facilitators of teachers’ learning, such as district mathematics leaders. This study analyzed interviews with 15 district mathematics leaders to understand whether and how they supported school-based mathematics coaches.

Mathematics coaching differs significantly from mathematics teaching, and many coaches transition to the role directly from teaching with limited opportunities to learn to work effectively with teachers. Although coach professional development can provide one source of support for coaches’ learning, coaches might also benefit from close work with other accomplished facilitators of teachers’ learning, such as district mathematics leaders. This study analyzed interviews with 15 district mathematics leaders to understand whether and how they supported school-based mathematics coaches.

Mathematics coaching differs significantly from mathematics teaching, and many coaches transition to the role directly from teaching with limited opportunities to learn to work effectively with teachers. Although coach professional development can provide one source of support for coaches’ learning, coaches might also benefit from close work with other accomplished facilitators of teachers’ learning, such as district mathematics leaders. This study analyzed interviews with 15 district mathematics leaders to understand whether and how they supported school-based mathematics coaches.

While citizen science and other participatory approaches to science are increasingly used in schools to promote student science learning, rarely are these students supported to collect, analyze, and share their data with meaningful outside audiences. In this study, we used a Design-Based Research approach to iteratively develop and examine an elementary school-focused community and citizen science (CCS) program that facilitated students’ collecting, analyzing, and sharing forest health data with their forest manager community partners in an area of California, USA facing continual risk of catastrophic wildfires.

Environmental education is essential for protecting and restoring natural water sources. Integrating education with positive environmental experiences can instill values and stewardship in the public, encouraging proactive steps to preserve and enhance water resources. Elementary teachers can incorporate real-world water-related environmental issues into their classrooms, promoting critical thinking and problem-solving skills. Place-based education, which involves experiential learning in local settings, effectively builds connections between students and their communities. Authentic water-focused climate science learning should anchor in local phenomena, fostering student inquiry and validating student voices.

Educative curriculum materials (ECM) have been shown to support K-12 teacher learning, but little is known about teacher educators’ use of ECM. In this study, we report on enactments of ECM designed to support the development of preservice elementary teachers’ content knowledge for teaching about matter in two different courses to understand how teacher educators use ECM.

Educative curriculum materials (ECM) have been shown to support K-12 teacher learning, but little is known about teacher educators’ use of ECM. In this study, we report on enactments of ECM designed to support the development of preservice elementary teachers’ content knowledge for teaching about matter in two different courses to understand how teacher educators use ECM.

Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the characteristics of distinguished coach noticing, meaning the noticing we would hope those coaching would attain to support teachers. We interviewed 29 mathematics teacher educators in two different experience groups and asked them to respond to vignettes of coach–teacher interactions.