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Constructing Goals for Student Learning through Conversation

Learning goals differ from performance goals. We elaborate on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.

Hunt, J. & Stein, M. K. (2020). Constructing goals for student learning through conversation. Mathematics Teacher: Learning and Teaching PK-12, 113(11), 904-909.

Author/Presenter: 
Jessica Hunt
Mary Kay Stein
Year: 
2020
Short Description: 

Learning goals differ from performance goals. This article elaborates on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.

What You Find Depends on How You See: Examining Asset and Deficit Perspectives of Preservice Science Teachers’ Knowledge and Learning

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008

Author/Presenter: 
Ron Gray
Scott McDonald
David Stroupe
Lead Organization(s): 
Year: 
2021
Short Description: 

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years.

Prospective K-8 Teachers’ Noticing of Student Justifications and Generalizations in the Context of Analyzing Written Artifacts and Video-Records

Background

Author/Presenter: 
Marta T. Magiera
Vecihi S. Zambak
Lead Organization(s): 
Year: 
2021
Short Description: 

This paper contributes to current discussions about supporting prospective teachers (PSTs) in developing skills of noticing students’ mathematical thinking. The results document that without providing any intentional support for PSTs’ noticing skills, PSTs are more deliberate to focus on mathematically significant aspects of student thinking while analyzing written artifacts of student work compared to video-records.

On the Alignment of Teachers’ Mathematical Content Knowledge Assessments with the Common Core State Standards

Instruments designed to measure teachers’ knowledge for teaching mathematics have been widely used to evaluate the impact of professional development and to investigate the role of teachers’ knowledge in teaching and student learning. These instruments assess a mixture of content knowledge and pedagogical content knowledge. However, little attention has been given to the content alignment between such instruments and curricular standards, particularly in regard to how content knowledge and pedagogical content knowledge items are distributed across mathematical topics.

Author/Presenter: 
Yasemin Copur-Gencturk
Erik Jacobson
Richard Rasiej
Year: 
2021
Short Description: 

This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment both between the instruments and between parallel forms within each instrument.

Learning to Lead: An Approach to Mathematics Teacher Leader Development

This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools. The university and district partners worked together to achieve the district’s mission of providing every student with high-quality instruction and equitable learning opportunities in mathematics by building the district’s capacity to conduct school-based PD for mathematics teachers.

Author/Presenter: 
Hilda Borko
Janet Carlson
Rebecca Deutscher
Kelly L. Boles
Victoria Delaney
Alissa Fong
Michael Jarry-Shore
James Malamut
Susan Million
Suki Mozenter
Anthony Muro Villa
Lead Organization(s): 
Year: 
2021
Short Description: 

This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools.

Strengthen Mathematics Intervention to Promote Student Success: Suggestions for middle level principals

This article offers six suggestions for middle school principals to implement or strengthen mathematics intervention classes at their schools, based off the findings of the authors' NSF-funded research.

Author/Presenter: 
Amy Brodesky
Emily Fagan
Year: 
2021
Short Description: 

This article offers six suggestions for middle school principals to implement or strengthen mathematics intervention classes at their schools, based off the findings of the authors' NSF-funded research.

Using Authentic Video Clips of Classroom Instruction to Capture Teachers’ Moment-to-Moment Perceiving as Knowledge-Filtered Noticing

In this article, we report on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception. We developed items to capture teachers’ perception of similarity of their own teaching to the teaching shown in three short video clips of authentic classroom instruction. We describe the item design and relate teachers’ moment-to-moment noticing to their reflective noticing as measured by judgements of similarity teachers provided after viewing each video.

Author/Presenter: 
Nicole B. Kersting
James E. Smith
Beau Vezino
Lead Organization(s): 
Year: 
2021
Short Description: 

This article reports on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception.

The Role of Instructional Materials in the Relationship Between the Official Curriculum and the Enacted Curriculum

Author/Presenter: 
Jeffrey Choppin
Amy Roth McDuffie
Corey Drake
Jon Davis
Lead Organization(s): 
Year: 
2020
Short Description: 

The authors studied how the distal policy mechanisms of curricular aims and objectives articulated in official curriculum documents influenced classroom instruction, and the factors that were associated with the enactment of those curricular aims and objectives.

Transferability of Teacher Noticing

Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers’ (PMTs) noticing of a range of important aspects of classroom instruction. Less is known, however, about whether noticing skills that are developed during an intervention transfer to support PMTs’ in-the-moment noticing during their own teaching practice.

Author/Presenter: 
Shari L. Stockero
Lead Organization(s): 
Year: 
2020
Short Description: 

This study compared prospective mathematics teachers' (PMTs) noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in the intervention to determine whether the two groups of PMTs noticed different aspects of instruction.

Exploring Differences in Practicing Teachers’ Knowledge Use in a Dynamic and Static Proportional Task

Teachers’ knowledge of proportional reasoning is important, particularly in the middle grades in the USA. This exploratory study investigated 32 teachers’ use of knowledge resources in two mathematically similar tasks (one a paper and pencil task, the other a dynamic task) around proportional reasoning. The two tasks invoked different knowledge resources by the same teachers. Results suggest questions to the field around how we access or invoke teacher knowledge and the need to more purposefully explore the potential benefits of using a dynamic task to invoke knowledge resources.

Author/Presenter: 
Rachael Eriksen Brown
Chandra Hawley Orrill
Jinsook Park
Year: 
2020
Short Description: 

This exploratory study investigated 32 teachers’ use of knowledge resources in two mathematically similar tasks (one a paper and pencil task, the other a dynamic task) around proportional reasoning.

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