Presenters share outcomes of a research-based, tool-supported system of induction created to advance novice teachers’ capacity to scaffold students’ construction of evidence and explanation.
Thinking with Data (TWD) is an Instructional Materials Design (IMD) project which developed and tested a cross-curricular unit designed to cultivate middle school students’ deep understanding of data literacy. The TWD unit consists of four, 2-week replacement modules for interdisciplinary implementation in 7th grade Social Studies, Mathematics, Science, and English Language Arts. The modules address issues of data representation, proportional reasoning, and data-based argumentation using real data in discipline-specific, problem-solving contexts aligned with relevant subject area standards.
In this paper, we report on a study that compares state, national, and international assessment programs as to the characteristics and functions of the illustrations used in their science test items. We used our conceptual framework for examining the characteristics of illustrations in science items (Solano-Flores & Wang, 2009, 2011) to code the illustrations of samples of items.
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.
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.
Since an August 2010 start date, the Evidence Game team has been engaged in an iterative design and development process for a game to provide middle school students and their teachers with practice in Toulmin’s (1984) model of argumentation as applied to science. The poster session will present the overall conceptual model for a targeted game to provide practice in argumentation and efforts to make this process a fun experience for youth.
Poster presented at the DRK-12 Principal Investigators Meeting in Washington, DC.
Presenters share outcomes of a research-based, tool-supported system of induction created to advance novice teachers’ capacity to scaffold students’ construction of evidence and explanation.
This session considers teachers’ transitions from teacher-centered mathematics to student-centered mathematics, including issues of meaning, coherence, and learnability, as well as the importance of working with colleagues.
