INK-12: Interactive Ink Inscriptions In K-12 (Koile)
Year
2009
Middle
How can coaching knowledge be measured?
Year
2010
How can coaching knowledge be measured?
Year
2010
Honing Diagnostic Practice: Toward a New Model of Teacher Professional Preparation and Development (Vokos)
Year
2009
Resource(s)
Examining the Induction of Middle School Mathematics Teachers (McGraner)
The Role of the Institutional Setting in Teachers’ Development of Ambitious Instruction in Middle School Mathematics
Kara Jackson, Paul Cobb, and Kristin McGraner, Vanderbilt University
Three DR-K12 projects report findings on aspects of the institutional setting of teaching that
affects teachers’ development of ambitious instructional practices in middle-school mathematics.
Year
2009
Resource(s)
Establishing and Nurturing Effective Partnerships among University Faculty, Public School Administrators, and Classroom Teachers (Boger, Davis, Liles)
Year
2009
Short Description
Content Mentoring of Middle Grades Math and Science Teachers and Its Impact on Teaching Efficacy: Establishing and Nurturing Effective Partnerships among University Faculty, Public School Administrators, and Classroom Teachers
David Boger, Jane Davis, and Robin Guill Liles, North Carolina A&T State University
This session describes one NSF experimental study’s strategies used to establish and nurture successful,interdisciplinary partnerships among university faculty, public school administrators,and classroom teachers.
Equity and Access to High-quality Instruction in Middle School Mathematics (Jackson)
Year
2009
Short Description
The Role of the Institutional Setting in Teachers’ Development of Ambitious Instruction in Middle School Mathematics
Kara Jackson, Paul Cobb, and Kristin McGraner, Vanderbilt University
Three DR-K12 projects report findings on aspects of the institutional setting of teaching that affects teachers’ development of ambitious instructional practices in middle-school mathematics.
Resource(s)
District Development as a Means of Improving Mathematics Teaching and Learning at Scale
This chapter focuses on research that can inform the improvement of mathematics teaching and learning at scale. In educational contexts, improvement at scale refers to the process of taking an instructional innovation that has proved effective in supporting students’ learning in a small number of classrooms and reproducing that success in a large number of classrooms. We first argue that such research should view mathematics teachers’ instructional practices as situated in the institutional settings of the schools and broader administrative jurisdictions in which they work.
Year
2008
Developing symbol sense for the minus sign
Research on how students make sense of and use the minus sign indicates that students struggle to understand the multiple meanings of the minus sign. Teachers can support students in developing robust understanding of each interpretation of the minus sign, and associated symbol sense, so that they can move among the meanings and can recognize and use each meaning seamlessly.
Year
2011
Short Description
Research on how students make sense of and use the minus sign indicates that students struggle to understand the multiple meanings of the minus sign. Teachers can support students in developing robust understanding of each interpretation of the minus sign, and associated symbol sense, so that they can move among the meanings and can recognize and use each meaning seamlessly.