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Refining a Vision of Ambitious Mathematics Instruction to Address Issues of Equity

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).

Author/Presenter: 
Jackson, Kara
Cobb, Paul
Year: 
2010

Promoting Purposeful Discourse: Teacher Research in Mathematics Classrooms

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.

Author/Presenter: 
Herbel-Eisenmann, Beth
Year: 
2009
Short Description: 

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.

Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America's Future

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.

Author/Presenter: 
PCAST
Year: 
2010

Positive Learning Environments Aiming for Success In Science Education PLEASSE (Norman)

Author/Presenter: 
Obed Norman
Year: 
2009
Short Description: 

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.

Resource(s): 

Plenary Presentation: The Opportunity Equation: Transforming Mathematics and Science Education for Citizenship and the Global Economy (Cahill)

Author/Presenter: 
Michele Cahill
Year: 
2009
Short Description: 

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.

Overview of the Chemistry Education Research Doctoral Scholars Program

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.

Author/Presenter: 
McClary, LaKeisha
Bretz, Stacey Lowery
Year: 
2012
Short Description: 

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. 

Learning to teach mathematics in urban high schools: untangling the threads of interwoven narratives

 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.

Author/Presenter: 
Chu, Haiwen
Rubel, Laurie
Year: 
2010
Short Description: 

 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.

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