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.
Many assume that better-quality teachers will lead to improvements in the quality of teaching and,thus, student outcomes. Over the past decade, a program has been developed of research around measuring key components of mathematical teacher quality and the mathematical quality of teaching. This session describes the efforts to develop these measures.
Many assume that better-quality teachers will lead to improvements in the quality of teaching and,thus, student outcomes. Over the past decade, a program has been developed of research around measuring key components of mathematical teacher quality and the mathematical quality of teaching. This session describes the efforts to develop these measures.
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
