Mathematics

Middle School Teacher Professional Development in Creating a NGSS-plus-5E Robotics Curriculum

The persistent lack of diversity in STEM fields remains a serious challenge for U.S. global competitiveness. STEM jobs are growing 29% faster than any other U.S. sector. Yet, today, white men hold roughly 75% of all scientists and engineering jobs, despite making up only 26% of the total workforce. The cause of this diversity gap can be traced to our educational system, where girls and most children-of-color do not receive equitable public education due to high teacher attrition rates, which in turn affects access to well-trained teachers, and lack of school resources.

Author/Presenter: 
Shramana Ghosh
Veena Jayasree Krishnan
Sheila Borges Rajguru
Vikram Kapila
Lead Organization(s): 
Year: 
2019
Short Description: 

This paper will describe the process and result of developing a LEGO robotics, NGSS, and 5E aligned middle school curriculum during a three-week summer PD program for teachers who teach urban students-of-color.

Investigating Classroom-related Factors that Influence Student Perceptions of LEGO Robots as Educational Tools in Middle Schools

This paper investigates classroom-related factors such as pedagogical strategies and management of robotics-based educational content that contribute to the formation of student perceptions in robotics-enhanced classes. Robots are becoming increasingly ubiquitous in K-12 classroom in the United States and are used to improve student engagement, interactive learning, innovative thinking, collaboration, problem-solving skills, language learning, and achievement scores.

Author/Presenter: 
Shramana Ghosh
Sheila Borges Rajguru
Vikram Kapila
Lead Organization(s): 
Year: 
2019
Short Description: 

This paper investigates classroom-related factors such as pedagogical strategies and management of robotics-based educational content that contribute to the formation of student perceptions in robotics-enhanced classes.

Revisiting Purpose and Conceptualisation in the Design of Assessments of Mathematics Teachers’ Knowledge

In this paper, we focus on the design of assessments of mathematics teachers’ knowledge by emphasising the importance of identifying the purpose for the assessment, defining the specific construct to be measured, and considering the affordances of particular psychometric models on the development of assessments as well as how they are able to communicate learning or understanding. We add to the literature by providing illustrations of the interactions among these critical considerations in determining what inferences can be drawn from an assessment.

Author/Presenter: 
Chandra Hawley Orrill
Yasemin Copur-Gencturk
Allan Cohen
Jonathan Templin
Year: 
2019
Short Description: 

In this paper, authors focus on the design of assessments of mathematics teachers’ knowledge by emphasising the importance of identifying the purpose for the assessment, defining the specific construct to be measured, and considering the affordances of particular psychometric models on the development of assessments as well as how they are able to communicate learning or understanding.

Experimental Impacts of the Ongoing Assessment Project on Teachers and Students

In this report, we describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts. OGAP is a mathematics program which combines teacher formative assessment practices with knowledge of student developmental progressions to build deeper student understanding of mathematics content. OGAP includes teacher professional development, classroom resources, school-based routines for regular practice, and ongoing school-based supports.
Author/Presenter: 
Jonathan A. Supovitz
Caroline B. Ebby
Janine Remillard
Robert A. Nathenson
Lead Organization(s): 
Year: 
2018
Short Description: 

In this report, authors describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts.

Pathways for Analyzing and Responding to Student Work for Formative Assessment: The Role of Teachers’ Goals for Student Learning

This study explored how teachers interpreted and responded to their own student work during the process of formative assessment. The study involved a purposefully selected sample of 32 teachers in grades K-5 who had been trained by the Ongoing Assessment Project (OGAP) to use learning progressions to analyze and respond to evidence in student work.

Author/Presenter: 
Caroline Brayer Ebby
Janine Remillard
Jordan H. D'Olier
Lead Organization(s): 
Year: 
2019
Short Description: 

This study explored how teachers interpreted and responded to their own student work during the process of formative assessment.

Synchronous Online Model for Mathematics Teachers' Professional Development

In this chapter, the authors present the design rationale for and empirical results from a predominantly synchronous three-part online model for the professional development of mathematics teachers in rural contexts. They describe how the design of the components are complementary and are intended to support teachers to develop challenging instructional practices, even when the teachers are geographically remote and dispersed. The three parts include an online course, online video coaching, and online demonstration lessons.

Author/Presenter: 
Jeffrey Choppin
Julie M. Amador
Cynthia Callard
Cynthia Carson
Ryan Gillespie
Lead Organization(s): 
Year: 
2020
Short Description: 

In this chapter, the authors present the design rationale for and empirical results from a predominantly synchronous three-part online model for the professional development of mathematics teachers in rural contexts.

Bridging the Distance: One-on-One Video Coaching Supports Rural Teachers

This article describes online video coaching model used with middle-grades, rural mathematics teachers.

Carson, C., Callard, C., Gillespie, R., Choppin, J., & Amador, J. (2019). Bridging the distance: One-on-one video coaching supports rural teachers. The Learning Professional, 40(6), 66-70.

Author/Presenter: 
Cynthia D. Carson
Cynthia Callard
Ryan Gillespie
Jeffrey Choppin
Julie M. Amador
Lead Organization(s): 
Year: 
2019
Short Description: 

This article describes online video coaching model used with middle-grades, rural mathematics teachers.

Revealing Teacher Knowledge through Making: A Case Study of Two Prospective Mathematics Teachers

We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking. With a focus on the design of new tools that can generate new possibilities for mathematics teaching and learning, this Learning by Design experience has PMTs exploring at the intersection of content, pedagogy, and Making.

Author/Presenter: 
Steven Greenstein
Eileen Fernández
Jessica Davidson
Lead Organization(s): 
Year: 
2019
Short Description: 

We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking.

Families’ Capacity to Engage in Science Inquiry at Home Through Structured Activities

The role that caregivers can play in their child’s science education is often overlooked within science education research. Few studies have focused on the capacity and abilities of caregivers to guide science activities. The purpose of this study was to describe how families utilize science activity packs at home. Data indicate that the adults encouraged their children to observe, predict, compare and contrast, draw conclusions, and articulate explanations (inquiry behaviors). Families were also observed utilizing provided questions and talk moves (techniques to encourage conversation).

Author/Presenter: 
Lacey Strickler-Eppard
Charlene M. Czerniak
Joan Kaderavek
Lead Organization(s): 
Year: 
2019
Short Description: 

The purpose of this study was to describe how families utilize science activity packs at home.

Maximizing the Quality of Learning Opportunities for Every Student

For five decades, JRME has sought to publish high-quality mathematics education research that advances the field’s knowledge and has a positive impact on the teaching and learning of mathematics in the classroom. The journal’s 50th anniversary represents an opportune time for the research community to take a step back, assess what progress has been made on the major problems of the field, and consider the most important problems that could orient research in the future.

Author/Presenter: 
Jinfa Cai
Anne Morris
Charles Hohensee
Stephen Hwang
Victoria Robison
Michelle Cirillo
Steven L. Kramer
James Hiebert
Arthur Bakker
Lead Organization(s): 
Year: 
2020
Short Description: 

In this editorial, authors discuss the first of the five overarching problems: defining and measuring learning opportunities precisely enough to study how to maximize the quality of the opportunities experienced by every student.

Resource(s): 

Pages

Subscribe to Mathematics