Elementary

Preparing Paraeducators for the Teacher Pipeline: Building Confidence Through Professional Development in Mathematics

The article describes our project that was designed to provide experiences to support paraeducators' professional growth in a large urban district by building their mathematical knowledge for teaching and leadership. Providing paras with professional learning opportunities can open pathways to teaching positions, giving them the potential to diversify the teaching pool and address teacher shortages.

Author/Presenter: 
Judy Storeygard
Karen Mutch-Jones
Lead Organization(s): 
Year: 
2020
Short Description: 

The article describes our project that was designed to provide experiences to support paraeducators' professional growth in a large urban district by building their mathematical knowledge for teaching and leadership. Providing paras with professional learning opportunities can open pathways to teaching positions, giving them the potential to diversify the teaching pool and address teacher shortages.

Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment

Think alouds are valuable tools for academicians, test developers, and practitioners as they provide a unique window into a respondent’s thinking during an assessment. The purpose of this special issue is to highlight novel ways to use think alouds as a means to gather evidence about respondents’ thinking. An intended outcome from this special issue is that readers may better understand think alouds and feel better equipped to use them in practical and research settings.

Author/Presenter: 
Jonathan David Bostic
Lead Organization(s): 
Year: 
2021
Short Description: 

Introduction to special issue focusing on think alouds and response process evidence. This work cuts across STEM education scholarship and introduces readers to robust means to engage in think alouds.

Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds

Response process validity evidence provides a window into a respondent’s cognitive processing. The purpose of this study is to describe a new data collection tool called a whole-class think aloud (WCTA). This work is performed as part of test development for a series of problem-solving measures to be used in elementary and middle grades. Data from third-grade students were collected in a 1–1 think-aloud setting and compared to data from similar students as part of WCTAs. Findings indicated that students performed similarly on the items when the two think-aloud settings were compared.

Author/Presenter: 
Jonathan David Bostic
Toni A. Sondergeld
Gabriel Matney
Gregory Stone
Tiara Hicks
Lead Organization(s): 
Year: 
2021
Short Description: 

This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts.

“Teaching Them How to Fish”: Learning to Learn and Teach Responsively

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.
Author/Presenter: 
Caroline B. Ebby
Brittany Hess
Lizzy Pecora
Jennifer Valerio
Lead Organization(s): 
Year: 
2021
Short Description: 

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.

Toward a Productive Definition of Technology in Science and STEM Education

The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and instructional goals within science and STEM classrooms.

Author/Presenter: 
Joshua Ellis
Jeanna Wieselmann
Ramya Sivaraj
Gillian Roehrig
Emily Dare
Elizabeth Ring-Whalen
Year: 
2020
Short Description: 

This theoretical paper summarizes of technology initiatives across science and STEM education from the past 30 years to present perspectives on the role of technology in science-focused STEM education.

Computational Participation and the Learner‐Technology Pairing in K‐12 STEM Education

The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology is used, we make a case for CP as an epistemological and pedagogical approach that promotes collaborative STEM practices.

Author/Presenter: 
Ramya Sivaraj
Joshua A. Ellis
Jeanna R. Wieselmann
Gillian H. Roehrig
Year: 
2020
Short Description: 

This paper explores the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning.

Constructing Goals for Student Learning through Conversation

Learning goals differ from performance goals. We elaborate on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.

Hunt, J. & Stein, M. K. (2020). Constructing goals for student learning through conversation. Mathematics Teacher: Learning and Teaching PK-12, 113(11), 904-909.

Author/Presenter: 
Jessica Hunt
Mary Kay Stein
Year: 
2020
Short Description: 

Learning goals differ from performance goals. This article elaborates on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.

Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning

One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change—a tested and confirmed learning trajectory of fraction concepts of students with LDs grounded in student-centered instruction—served as the basis for our multistage scientific design process.

Author/Presenter: 
Jessica H. Hunt
Kristi Martin
Andy Khounmeuang
Juanita Silva
Blain Patterson
Jasmine Welch-Ptak
Year: 
2020
Short Description: 

One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. This article reports the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding.

LEAP: Learning through an Early Algebra Progression

Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily math instructional period.

LEAP early algebra curriculum for Grades K-5. Grades 3 and 4 currently available, with the remaining books for Grades K-2, 5 in press.

Blanton, M., Gardiner, A., Stephens, A., & Knuth, E. (2020). LEAP: Learning through an early algebra progression. Didax: Rowley, MA.

Author/Presenter: 
Maria Blanton
Angela Murphy Gardiner
Ana Stephens
Eric Knuth
Lead Organization(s): 
Year: 
2020
Short Description: 

Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily math instructional period.

What You Find Depends on How You See: Examining Asset and Deficit Perspectives of Preservice Science Teachers’ Knowledge and Learning

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008

Author/Presenter: 
Ron Gray
Scott McDonald
David Stroupe
Lead Organization(s): 
Year: 
2021
Short Description: 

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years.

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