Elementary

This study investigates the models of elementary content specialization (ECS) in elementary mathematics and science and the affordances and constraints related to ECS—both generally and in relation to specific models. Elementary content specialists are defined as full-time classroom teachers who are responsible for content instruction for two or more classes of students. The sample consists of 34 elementary content specialists in math and/or science, as well as a matched comparison group of self-contained classroom teachers.

In this article, we explore how students attempt to bridge from their whole number reasoning to integer reasoning as they solve subtraction problems involving negative  numbers. Based on interviews with students ranging from first graders to preservice teachers, we identify two overarching strategies: making connections to known problem types and leveraging conceptions of subtraction.

The literature seems limited in what is known about conceptual processes that underlie evolution of students with learning disabilities (SLD) conceptions of fractions. This exploratory study examines how a foundational scheme of unit fractions (1/n) may evolve through the mathematical activity of two fifth grade girls. We analyze data segments from episodes conducted during a teaching experiment grounded in the activity of iterating estimates of one person's equal share.

This paper traces the research-design-develop-test cycle of a haptically-enhanced science simulation designed to teach upper-elementary students core ideas about matter, phase change, and the role of intermolecular forces. We describe our focus group work, usability testing, and small-scale pilot testing. We also detail the technical work behind the creation of our simulation.

When teachers understand the key purposes for having students do mathematical writing, they can use that writing to deepen understanding.

This white paper clarifies different purposes elementary students might write in math class and presents four types of mathematical writing. We define "mathematical writing" as writing that encourages students to engage in mathematical reasoning and communication. Each writing type is defined, samples of student work are provided, and additional instructional considerations are addressed.

Many teachers use online professional development websites, but little is known about what teachers actually learn from them. This study explored teacher use of an online video-based learning website with over 37,000 members. It used web analytics to study user selection of video resources and coding of website commentary to analyze teacher responses to videos. The results indicated that teachers commonly view video clips designed for immediate use rather than reflection and respond to videos by evaluating the pedagogy positively.

Does the promise of competency-based PD outweigh the challenges to implementing it? Do we really want competency-based PD or just more effective, sustained, job-embedded PD like instructional coaching, lesson study, and the like. Read this blog by Meg S. Bates as she ponders these questions and more.