Elementary

Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science?

This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items. Fifty-four 2019 NAEP science assessment tasks were coded by content experts using a two-dimensional cognitive load framework, including task cognitive complexity and dimensionality.

Author/Presenter

Xiaoming Zhai

Matthew Nyaaba

Wenchao Ma

Lead Organization(s)
Year
2024
Short Description

This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items.

An Exploratory Study of the Relation Between Teachers’ Implicit Theories and Teacher Noticing

Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning relate to teacher noticing, a construct that has been linked to teachers’ classroom practice and their students’ learning outcomes.

Author/Presenter

Meg S. Bates

Joseph R. Cimpian

Shereen Oca Beilstein

Cheryl Moran

Kate Curry

Victoria Jay

Genevieve M. Henricks

Michelle Perry

Year
2024
Short Description

Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study explores elementary teachers’ implicit theories about the malleability of mathematics intelligence and teaching ability. It also examines how implicit theories of learning relate to teacher noticing, a construct that has been linked to teachers’ classroom practice and their students’ learning outcomes.

A Magical Moment Counting Tires: A Counterstory About Missed Opportunities

This counterstory (Delgado, 1989; Martinez, 2020) is based on field notes (Oct. 19 & Nov. 1, 2022) from our collective’s ethnographic project working with upper elementary Latiné learners and their transition to middle school mathematics. We see counterstories as a creative endeavor helping us in exploring the experiences of Latiné learners’ mathematics and our own narratives of navigating the whiteness of schools (see e.g., Cordero-Siy & Gómez Marchant, 2023; Gómez Marchant & Cordero-Siy, 2022).

Author/Presenter

Carlos Nicolas Gómez Marchant

Alexandra R. Aguilar

Amy Rae Johnson

Gerardo Sánchez Gutiérrez

Mona Baniahmadi

Lead Organization(s)
Year
2024
Short Description

This counterstory (Delgado, 1989; Martinez, 2020) is based on field notes (Oct. 19 & Nov. 1, 2022) from our collective’s ethnographic project working with upper elementary Latiné learners and their transition to middle school mathematics.

Resisting Marginalization with Culturally Responsive Mathematical Modeling in Elementary Classrooms

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action.

Author/Presenter

Erin Turner

Julia Aguirre

Mary Alice Carlson

Jennifer Suh

Elizabeth Fulton

Year
2024
Short Description

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.

Resisting Marginalization with Culturally Responsive Mathematical Modeling in Elementary Classrooms

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action.

Author/Presenter

Erin Turner

Julia Aguirre

Mary Alice Carlson

Jennifer Suh

Elizabeth Fulton

Year
2024
Short Description

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.

Resisting Marginalization with Culturally Responsive Mathematical Modeling in Elementary Classrooms

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action.

Author/Presenter

Erin Turner

Julia Aguirre

Mary Alice Carlson

Jennifer Suh

Elizabeth Fulton

Year
2024
Short Description

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.

Resisting Marginalization with Culturally Responsive Mathematical Modeling in Elementary Classrooms

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action.

Author/Presenter

Erin Turner

Julia Aguirre

Mary Alice Carlson

Jennifer Suh

Elizabeth Fulton

Year
2024
Short Description

Mathematical modeling (MM) - a cyclical process that involves using mathematics to make-sense of and analyze relevant, real-world situations - has the potential to advance equity and challenge spaces of marginalization in the elementary mathematics classroom. When informed by culturally responsive teaching practices, MM creates opportunities to center the knowledge and experiences that students from diverse racial, cultural, and linguistic backgrounds bring to the classroom as valuable resources to support learning and inform action. It can disrupt power and status hierarchies in the classroom that contribute to structural and ideological marginalization. This paper describes ways teachers connected their teaching of MM with key components of a culturally responsive mathematics teaching framework.

Learning to Listen: Cultivating Pre-Service Teachers’ Attunement to Student Thinking

Reform efforts in science and mathematics education highlight students’ experiences and sensemaking repertoires as valuable resources for instruction. Yet, there is much to learn about how to cultivate teachers’ capacity for eliciting, understanding, and responding to students’ contributions. We argue that the first step of this cultivation is teachers’ learning to listen: to attune and attend to the novel ways that students make sense of scientific phenomena and the natural world.

Author/Presenter

Shannon G. Davidson

Lama Z. Jaber

Allison Metcalf

Year
2024
Short Description

Reform efforts in science and mathematics education highlight students’ experiences and sensemaking repertoires as valuable resources for instruction. Yet, there is much to learn about how to cultivate teachers’ capacity for eliciting, understanding, and responding to students’ contributions. We argue that the first step of this cultivation is teachers’ learning to listen: to attune and attend to the novel ways that students make sense of scientific phenomena and the natural world.

Why Do Teachers Vary in Their Instructional Change During Science PD? The Role of Noticing Students in an Iterative Change Process

Instructional shifts required by equitable, reform-based science instruction are challenging, especially in the elementary context. Such shifts require professional development (PD) that supports teacher internalization of new pedagogical strategies as well as changes in beliefs about how students learn. Because of this complexity, many PD programs struggle to foster lasting pedagogical shifts, necessitating further investigation into why some teachers successfully embrace reform practices while others do not.

Author/Presenter

Linda Preminger

Kathryn N. Hayes

Christine L. Bae

Dawn O'Connor

Year
2024
Short Description

This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke & Hollingsworth, 2002) alongside professional noticing to help understand why elementary teachers in science PD differentially make sense of and internalize new pedagogies.

Why Does Teacher Learning Vary in Professional Development? Accounting for Organisational Conditions

Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal characteristics account for only part of this differentiation in learning, and there are unanswered questions regarding how organisational conditions shape teacher learning in professional development (PD). To address these questions, we examined U.S. elementary teachers’ learning and change in a science professional development project.

Author/Presenter

Kathryn N. Hayes

Linda Preminger

Christine L. Bae

Year
2023
Short Description

Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal characteristics account for only part of this differentiation in learning, and there are unanswered questions regarding how organisational conditions shape teacher learning in professional development (PD). To address these questions, we examined U.S. elementary teachers’ learning and change in a science professional development project.