Background: Research suggests that teachers’ views of their students’ capabilities matter when attempting to accomplish instructional reform, particularly in settings serving historically marginalized groups of students. However, to date, this issue has received minimal attention in the scholarship and practice of mathematics instructional reform.
This study offers a large-scale snapshot of middle-grades teachers’ views of their students’ mathematical capabilities in the context of instructional reform.
Game-based learning (GBL) has increasingly been used to promote students’ learning engagement. Although prior GBL studies have highlighted the significance of learning engagement as a mediator of students’ meaningful learning, the existing accounts failed to capture specific evidence of how exactly students’ in-game actions in GBL enhance learning engagement. Hence, this mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).
This mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).
As teacher education shifts to focus on teaching beginners to do the work of teaching, assessments need to shift to focus on assessing practice. We focus on one teaching practice, eliciting student thinking, in the context of elementary mathematics. We describe assessments in two contexts (field and simulation). For each assessment, we describe the eliciting of three prospective teachers what could be seen about the skills of group of prospective teachers (N = 44).
This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment.
Full proposal deadline for: Adaptation and Partnership (FY 2020 competition)
To learn more, visit https://www.rcml-math.org/rcml-conference-2020.
- Christina Austin, Jennifer Heisler, Karl Kosko, and Maryam Zolfaghari, Kent State University
To learn more, visit https://web.cvent.com/event/2b6a9739-5624-41a3-8134-763bfebe1738/summary
- Johannah Nikula and Jill DePiper, Education Development Center, Visual Access to Mathematics: Professional Development for Teachers of English Learners
Due to the COVID-19 pandemic, this conference is cancelled.
To learn more, visit https://www.mathedleadership.org/events/conferences/IL/index.html.