High

Beyond initial college preparation, secondary teachers in the United States have few professional opportunities to do and learn challenging mathematics, especially incollaboration with colleagues. The Mathematics Immersion for Secondary Teachers at Scale program engages sets of teachers in local school sites, connected synchronously and asynchronously to colleagues in other sites, in doing mathematics designed to promote experiences of mathematical immersion, community, and connection to the work of teaching.

Includes eight separate lesson plans to help integrate the primary literature into the classroom.

"Evolution: DNA and the Unity of Life" is an eight-week, comprehensive curriculum unit that sharply illuminates the underlying role of genetics in evolution by maintaining a conceptual connection to DNA and heredity throughout. Through paper-based and interactive multimedia lessons, the unit aligns with the Next Generation Science Standards (NGSS) by engaging students in questioning, using models, identifying patterns, analyzing skill-level appropriate data from published scientific studies, and constructing evidence-based arguments. The unit’s lessons are organized into five modules.

The ASET Science and Engineering Practice (SEP) Tools are designed to guide you to critically analyze how students are meaningfully engaged in the specific components of the SEP that you have selected to focus on for your lesson or unit. These specific components are outlined within the tool for each SEP.

The ASET Toolkit is a Next Generation Science Standards (NGSS) planning toolkit designed to help science educators plan lessons and units that integrate the 3 dimensions outlined in the Framework (NRC, 2012). The tools are not meant to be used in isolation, but with peers to promote discourse for understanding the goals and aligning instruction for the NGSS.

Hayes, K. (2019). Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching. In J. Settlage & A. Johnston (Eds.), Proceedings of the 2019 Science Education at the Crossroads Conference (pp. 28-29). Montgomery, AL.

Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses to a common set of instances of SMT with varied potential to support students’ mathematical learning, as well as the productivity of such responses.

Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses to a common set of instances of SMT with varied potential to support students’ mathematical learning, as well as the productivity of such responses.

Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses to a common set of instances of SMT with varied potential to support students’ mathematical learning, as well as the productivity of such responses.

Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student thinking as a resource is understanding their related orientations.