Note: A previous version of this paper was presented at the National Council of Teachers of Mathematics Research Pre-Session in San Diego (April 2010) and the Annual Meeting of the American Educational Research Association in Denver (April 2010).
How important is discourse in the mathematics classroom? Interest in this question has grown dramatically as mathematics education has recognized the role of communication in understanding. This book presents portraits of teaching by secondary school teachers who have closely observed classroom communication, conversation, and discourse and have sought to use them to improve the quality of their teaching and their students' learning.
How important is discourse in the mathematics classroom? Interest in this question has grown dramatically as mathematics education has recognized the role of communication in understanding. This book presents portraits of teaching by secondary school teachers who have closely observed classroom communication, conversation, and discourse and have sought to use them to improve the quality of their teaching and their students' learning.
America is home to extraordinary assets in science, engineering, and mathematics that, if properly applied within the educational system, could revitalize student interest and increase proficiency in these subjects and support an American economic renewal, according to a new report from an independent council of Presidential advisors.
NCLB defines success exclusively as test scores, fostering strategies that compromise substantive
learning. This session focuses on conceptual and theoretical frameworks for exploring this issue.
Cahill discusses the Carnegie-Institute for Advanced Study Commission on Mathematics and
Science Education’s recent report in which they challenge the nation to mobilize for coordinated action so that all students—not just a select few, or those fortunate enough to attend certain schools—achieve much higher levels of math and science learning.
Project overview poster presented at 2010 DrK-12 PI meeting.
In this article, we present an analytical approach for documenting the identities for teaching that mathematics teachers negotiate as they participate in two or more communities that define high-quality teaching differently. Drawing on data from the first two years of a collaboration with a group of middle-school mathematics teachers, we focus on a critical initial condition for teachers to improve their practice—determining that the effort required is worthwhile.
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?
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".
