Note: A previous version of this paper was presented at the National Council of Teachers of Mathematics Research Pre-Session in San Diego (April 2010) and the Annual Meeting of the American Educational Research Association in Denver (April 2010).
How important is discourse in the mathematics classroom? Interest in this question has grown dramatically as mathematics education has recognized the role of communication in understanding. This book presents portraits of teaching by secondary school teachers who have closely observed classroom communication, conversation, and discourse and have sought to use them to improve the quality of their teaching and their students' learning.
How important is discourse in the mathematics classroom? Interest in this question has grown dramatically as mathematics education has recognized the role of communication in understanding. This book presents portraits of teaching by secondary school teachers who have closely observed classroom communication, conversation, and discourse and have sought to use them to improve the quality of their teaching and their students' learning.
America is home to extraordinary assets in science, engineering, and mathematics that, if properly applied within the educational system, could revitalize student interest and increase proficiency in these subjects and support an American economic renewal, according to a new report from an independent council of Presidential advisors.
NCLB defines success exclusively as test scores, fostering strategies that compromise substantive
learning. This session focuses on conceptual and theoretical frameworks for exploring this issue.
Cahill discusses the Carnegie-Institute for Advanced Study Commission on Mathematics and
Science Education’s recent report in which they challenge the nation to mobilize for coordinated action so that all students—not just a select few, or those fortunate enough to attend certain schools—achieve much higher levels of math and science learning.
Project overview poster presented at 2010 DrK-12 PI meeting.
The Chemistry Education Research (CER) Doctoral Scholars Program trains a diverse group of graduate students how to develop assessments of secondary and tertiary students’ understandings of core concepts in chemistry.
The Chemistry Education Research (CER) Doctoral Scholars Program trains a diverse group of graduate students how to develop assessments of secondary and tertiary students’ understandings of core concepts in chemistry.
This interactive session examines the different data sources for evidence of PCK in biology
teachers involved in professional development experiences linked to educative curriculum
materials.
In this article, the authors explore learning about equity pedagogy in mathematics by focusing on the experiences of a teacher and teacher educator within the Centering the Teaching of Mathematics on Urban Youth project. One teacher’s story is interwoven as a counterpoint and specific trajectory within the broader narrative provided by the teacher educator. Key themes addressed include the nature of teaching mathematics, identity and position, and developing culturally relevant mathematics pedagogy.
In this article, the authors explore learning about equity pedagogy in mathematics by focusing on the experiences of a teacher and teacher educator within the Centering the Teaching of Mathematics on Urban Youth project. One teacher’s story is interwoven as a counterpoint and specific trajectory within the broader narrative provided by the teacher educator. Key themes addressed include the nature of teaching mathematics, identity and position, and developing culturally relevant mathematics pedagogy. The authors’ goal is not to report on the effects of a mathematics teacher professional development program per se, but rather to open the conversation, between teacher and teacher educator, to a broader audience.
