Middle

Profiles of Middle School Science Teachers: Accounting for Cognitive and Motivational Characteristics

Teachers play a critical role in successfully implementing science education reforms in the United States to provide high‐quality science learning opportunities to all students. However, the differentiated ways in which teachers make decisions about their science teaching are not well understood.

Author/Presenter: 
Christine L. Bae
Kathryn N. Hayes
Morgan DeBusk‐Lane
Year: 
2019
Short Description: 

This study takes a person‐centered approach by applying latent profile analysis to examine how cognitive (pedagogical content knowledge) and motivational (instructional goal orientations, self‐efficacy beliefs, and reform values) characteristics combine to form science teacher profiles in middle school.

Resource(s): 

Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching

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.

Author/Presenter: 
Kathryn Hayes
Year: 
2019
Short Description: 

Conference proceedings from the 2019 Science Education at the Crossroads Conference.

Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning

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.

Author/Presenter: 
Shari L. Stockero
Laura R. Van Zoest
Ben Freeburn
Blake E. Peterson
Keith R. Leatham
Year: 
2020
Short Description: 

This study investigated teachers’ responses to a common set of instances of student mathematical thinking (SMT) with varied potential to support students’ mathematical learning, as well as the productivity of such responses.

Teachers' Orientations Toward Using Student Mathematical Thinking as a Resource During Whole-Class Discussion

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.

Author/Presenter: 
Shari L. Stockero, Keith R. Leatham, Mary A. Ochieng, Laura R. Van Zoest & Blake E. Peterson
Year: 
2020
Short Description: 

The purpose of this study is to characterize teachers’ orientations toward using student mathematical thinking as a resource during whole-class instruction.

Conceptualizing Important Facets of Teacher Responses to Student Mathematical Thinking

We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related units of analysis. We describe the Teacher Response Coding scheme (TRC) to illustrate how such attention might play out, and then apply the TRC to an excerpt of classroom mathematics discourse to demonstrate the affordances of this approach.
Author/Presenter: 
Laura R. Van Zoest
Blake E. Peterson
Annick O. T. Rougée
Shari L. Stockero
Keith R. Leatham
Ben Freeburn
Year: 
2021
Short Description: 

We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related units of analysis. We describe the Teacher Response Coding scheme (TRC) to illustrate how such attention might play out, and then apply the TRC to an excerpt of classroom mathematics discourse to demonstrate the affordances of this approach. We conclude by making several further observations about the potential versatility and power in articulating units of analysis and developing and applying tools that attend to these facets when conducting research on teacher responses.

Clarifiable Ambiguity in Classroom Mathematics Discourse

Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were attended to. We argue for deliberate attention to clarifiable ambiguity as a critical aspect of attending to meaning and as a necessary precursor to productive use of student mathematical thinking.

Author/Presenter: 
Blake E. Peterson
Keith R. Leatham
Lindsay M. Merrill
Laura R. Van Zoest
Shari L. Stockero
Year: 
2020
Short Description: 

Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were attended to. We argue for deliberate attention to clarifiable ambiguity as a critical aspect of attending to meaning and as a necessary precursor to productive use of student mathematical thinking.

Articulating the Student Mathematics in Student Contributions

We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution.

Author/Presenter: 
Laura R. Van Zoest
Shari L. Stockero
Keith R. Leatham
Blake E. Peterson
Joshua M. Ruk
Year: 
2020
Short Description: 

We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution.

Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment

Think alouds are valuable tools for academicians, test developers, and practitioners as they provide a unique window into a respondent’s thinking during an assessment. The purpose of this special issue is to highlight novel ways to use think alouds as a means to gather evidence about respondents’ thinking. An intended outcome from this special issue is that readers may better understand think alouds and feel better equipped to use them in practical and research settings.

Author/Presenter: 
Jonathan David Bostic
Lead Organization(s): 
Year: 
2021
Short Description: 

Introduction to special issue focusing on think alouds and response process evidence. This work cuts across STEM education scholarship and introduces readers to robust means to engage in think alouds.

“Teaching Them How to Fish”: Learning to Learn and Teach Responsively

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.
Author/Presenter: 
Caroline B. Ebby
Brittany Hess
Lizzy Pecora
Jennifer Valerio
Lead Organization(s): 
Year: 
2021
Short Description: 

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.

Toward a Productive Definition of Technology in Science and STEM Education

The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and instructional goals within science and STEM classrooms.

Author/Presenter: 
Joshua Ellis
Jeanna Wieselmann
Ramya Sivaraj
Gillian Roehrig
Emily Dare
Elizabeth Ring-Whalen
Year: 
2020
Short Description: 

This theoretical paper summarizes of technology initiatives across science and STEM education from the past 30 years to present perspectives on the role of technology in science-focused STEM education.

Pages

Subscribe to Middle