Elementary

This gallery contains 12 community-based mathematical modeling lessons for use in the elementary grades. Also available are math modeling vignettes, a Culturally Responsive Mathematics Teaching (CRMT) framework, and other tools.

This gallery contains 12 community-based mathematical modeling lessons for use in the elementary grades. Also available are math modeling vignettes, a Culturally Responsive Mathematics Teaching (CRMT) framework, and other tools.

The Spiral Notebook app is a digital portfolio tool that enables teachers to efficiently capture multiple representations of classroom practice via documents, images, and videos, and organize, share, and discuss evidence of student thinking reflected in these multimedia artifacts.

This collection of Responsive Math Teaching (RMT) professional learning resources includes the RMT model, planning and coaching protocol, lesson plan templates, and frameworks for discussing learner thinking and facilitating productive struggle.

Seeds of Algebraic Thinking are sub-conceptual resources coming from life experience that students call upon when responding to mathematical prompts. This site includes resources students could activate when thinking about groups and sets, equality, proportionality and ratio reasoning, and functions.

This site offers professional learning materials for elementary teachers and teacher leaders, including a Responsive Mathematics Teaching Toolkit and Lesson Planning and Analyzing Tools.

This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the influences of teachers’ culturalhistorical backgrounds, attitudes, dispositions, interactions with students, and other situated elements of teaching on noticing mathematical thinking. Interviews used a think-aloud method to capture real-time framing as teachers observed children’s thinking on the same problem, using written work from their own and unfamiliar classrooms.

Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching.

Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions assessment. The PCK-Fractions measure is designed to examine the effectiveness of teacher education program and field experiences in facilitating preservice teachers’ (PSTs) PCK for children’s fraction reasoning in grades 4–6.

With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners’ varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community becoming aware and intentional with how we situate learners’ language-related resources and practices in our work.