Mathematics

Addressing the Problem of Always Starting Over: Identifying, Valuing, and Sharing Professional Knowledge for Teaching

Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., Hiebert, J., & Bakker, A. (2020). Addressing the problem of always starting over: Identifying, valuing, and sharing professional knowledge for teaching. Journal for Research in Mathematics Education, 51(2).

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: 

Authors discuss the possibilities of retaining and sharing professional knowledge as a way of addressing the problem of always starting over.

Teachers’ Orientations toward Using Student Mathematical Thinking as a Resource during Whole-Class Discussion

Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student thinking as a resource is understanding their related orientations.

Author/Presenter: 
Shari L. Stockero
Keith R. Leatham
Mary A. Ochieng
Laura R. Van Zoest
Blake E. Peterson
Year: 
2019
Short Description: 

The purpose of this study is to characterize teachers’ orientations toward using student mathematical thinking as a resource during whole-class instruction.

Analysis of the e-TEN Calibration Data

The present report summarizes the analyses of the calibration data for the electronic Test of Early Numeracy (e-TEN), an adaptive, iPad-based test of early numeracy achievement. A total of 794 children age 3 years to 8 years-11months from two states were tested.Items were designed to map ontoseven theoretical domains: verbal counting, numbering, numerical relations, numeral literacy, single-digit calculation, multi-digit calculation and base-ten place-value.

Author/Presenter: 
Ying Liu
Elizabeth M. McCarthy
Arthur J. Baroody
Michael D. Eiland
Year: 
2019
Short Description: 

The present report summarizes the analyses of the calibration data for the electronic Test of Early Numeracy (e-TEN), an adaptive, iPad-based test of early numeracy achievement.

Pre-service Teachers’ Conceptions of Mathematical Argumentation

Drawing on a situated perspective on learning, we analyzed written, open-ended journals of 52 pre-service teachers (PSTs) concurrently enrolled in mathematics and pedagogy with field experience courses for elementary education majors. Our study provides insights into PSTs’ conceptualizations of mathematical argumentation in terms of its meanings. The data reveals how PSTs perceive teacher actions, teaching strategies, classroom expectations, mathematics content, and tasks that facilitate student engagement in mathematical argumentation.

Author/Presenter: 
Hyejin Park
Marta T. Magiera
Lead Organization(s): 
Year: 
2019
Short Description: 

Drawing on a situated perspective on learning, authors analyzed written, open-ended journals of 52 pre-service teachers (PSTs) concurrently enrolled in mathematics and pedagogy with field experience courses for elementary education majors.

TODOS: Mathematics for ALL 2020 Conference; Scottsdale, AZ - POSTPONED

Event Date: 
Sat, 07/25/2020 (All day) to Mon, 07/27/2020 (All day)
Sponsoring Organization: 

Due to the COVID-19 pandemic, this conference has been postponed.

To learn more, visit https://www.todos-math.org/.

DRK-12 Presenters:

  • Pam Buffington and Peter Tierney-Fife, Education Development Center (EDC)
Event Type: 
Discipline / Topic: 

Fostering Video Sharing and Discourse Among STEM Educational Researchers in a Multimodal Environment

Multimedia environments provide multiple resources for expression, collaboration, and knowledge-creation. Yet there is much to be learned about the design of such environments, the forms of collegial discourse that take place, and the benefits of participation. To this end, we study the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education.

Author/Presenter: 
Joni Falk
Debra Bernstein
Brian Drayton
Lead Organization(s): 
Year: 
2019
Short Description: 

This article looks at the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education. In a mixed methods study, authors investigate the forms of participation that took place and the benefits that accrued to those who presented.

Making Mathematical Thinking Visible

For English language learners, diagrams can be a powerful tool to develop and communicate mathematical understanding. Imagine being a 6th grade student who is still learning English, sitting in a mathematics classroom and trying to navigate the lesson. You might wonder: What is the teacher saying I should do? Did my classmates solve it the way I did? Will the other students laugh at me when I try to explain how I solved the problem?

Author/Presenter: 
Johannah Nikula
Jill Neumayer DePiper
Mark Driscoll
Year: 
2019
Short Description: 

This article describes how diagrams can be a powerful tool to develop and communicate mathematical understanding for English language learners.

Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools

There is a need to arm students with noncognitive, or 21st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

Author/Presenter: 
Stephanie M. Stehle
Erin E. Peters-Burton
Lead Organization(s): 
Year: 
2019
Short Description: 

This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

Eliminating Counterexamples: A Case Study Intervention for Improving Adolescents’ Ability to Critique Direct Arguments

Students’ difficulties with argumentation, proving, and the role of counterexamples in proving are well documented. Students in this study experienced an intervention for improving their argumentation and proving practices. The intervention included the eliminating counterexamples (ECE) framework as a means of constructing and critiquing viable arguments for a general claim. This framework involves constructing descriptions of all possible counterexamples to a conditional claim and determining whether or not a direct argument eliminates the possibility of counterexamples.

Author/Presenter: 
David A. Yopp
Rob Ely
Anne E. Adams
Annelise W. Nielsen
Erin C. Corwine
Lead Organization(s): 
Year: 
2019
Short Description: 

This case study investigates U.S. eighth-grade (age 13) mathematics students’ conceptions about the validity of a direct argument after the students received instruction on the eliminating counterexamples (ECE) framework.

Empowering Students with Specific Learning Disabilities: Jim’s Concept of Unit Fraction

Cognitive differences have historically led to deficit assumptions concerning the mathematical experiences that children with learning disabilities (LD) can access. We argue that the problem can be located not within children but instead as a mismatch between features of instruction and children’s unique learning abilities. In this paper, we investigate how one elementary school child, Jim, with specific visual motor integration differences constructed a unit fraction concept.

Author/Presenter: 
Jessica H. Hunt
Juanita Silva
Rachel Lambert
Year: 
2019
Short Description: 

This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.

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