National Study of Education in Undergraduate Science (Sunal)
Year
2009
Middle
Mathematics Teachers Teaching English Language Learners: What Knowledge Do They Need? (Driscoll, Heck, Chval)
Year
2009
Short Description
Mathematics teachers of English language learners (ELLs) are increasingly expected to help ELLs learn academic language. This session focuses on the question, What knowledge do teachers of mathematics need in order to support the learning of ELLs?
Resource(s)
Math Snacks: Games to Address Gaps in Mathematics Learning Poster
Shared in three sessions (Gaming Arcade, Interactive Visualizations-Simulations-and Games, and Friday morning poster session), this poster addresses the gaps identified in the Math Snacks project, and the approach to designing the games and animations that are the "Snacks".
Year
2010
LOOPS: Logging Opportunities in Online Programs for Science (Koile)
Year
2009
Short Description
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
LOOPS: Logging Opportunities in Online Programs for Science (Koile)
Year
2009
Short Description
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
LOOPS: Logging Opportunities in Online Programs for Science (Koile)
Year
2009
Short Description
In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
Investigating How Setting Up Cognitively Demanding Tasks is Related to Opportunities to Learn in Middle-Grades Mathematics Classrooms
In this paper we focus on what happens when a task is first introduced to students as a crucial phase of instruction. We report on an empirical study of 132 middle grades mathematics teachers' instruction—in particular, the nature of the ways in which they introduced tasks, and the relationship between how they introduced tasks and the nature of students' opportunities to learn mathematics in the concluding whole class discussion.
Year
2011
Short Description
In this paper we focus on what happens when a task is first introduced to students as a crucial phase of instruction. We report on an empirical study of 132 middle grades mathematics teachers' instruction—in particular, the nature of the ways in which they introduced tasks, and the relationship between how they introduced tasks and the nature of students' opportunities to learn mathematics in the concluding whole class discussion.