Mathematics

Using data from a problem-posing project, this study analyzed the characteristics of middle school students’ responses to problem-posing prompts that did not match our assumptions and expectations to better understand student thinking.

Proportional reasoning is an important but challenging skill for students and teachers. This article, presents findings from two studies investigating whether four categories of reasoning identified by Copur-Gencturk et al. (2022, A Closer Look at Teachers’ Proportional Reasoning. International Journal of Science and Mathematics Education, 21(1), 113–129) apply to a national sample of U.S. middle school mathematics teachers (N = 1,320) and can be captured consistently by similar tasks.

Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the characteristics of distinguished coach noticing, meaning the noticing we would hope those coaching would attain to support teachers. We interviewed 29 mathematics teacher educators in two different experience groups and asked them to respond to vignettes of coach–teacher interactions.

Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the characteristics of distinguished coach noticing, meaning the noticing we would hope those coaching would attain to support teachers. We interviewed 29 mathematics teacher educators in two different experience groups and asked them to respond to vignettes of coach–teacher interactions.

This report characterizes forms of dialogic support that a sixth-grade teacher generated during whole-class and small-group conversations to help students develop a practice of statistical modeling. During four weeks of instruction, students constructed and revised models to account for variability and uncertainty across a variety of random processes, many of which they experienced first-hand. Data sources for the research included field notes and video recordings of classroom conversations involving the teacher.

The purpose of this study was to explore the problem-solving behaviors of middle-school students with learning disabilities (SLD). Think-aloud interviews were performed with 20 seventh- and eighth-grade students who had learning disabilities to observe their behaviors while solving mathematical word problems (i.e., behaviors and patterns of behaviors). Themes emerged from qualitative analysis indicating that the students engaged in problem-solving behaviors, as well as common patterns of behaviors.

The purpose of this study was to explore the problem-solving behaviors of middle-school students with learning disabilities (SLD). Think-aloud interviews were performed with 20 seventh- and eighth-grade students who had learning disabilities to observe their behaviors while solving mathematical word problems (i.e., behaviors and patterns of behaviors). Themes emerged from qualitative analysis indicating that the students engaged in problem-solving behaviors, as well as common patterns of behaviors.

The purpose of this study was to explore the problem-solving behaviors of middle-school students with learning disabilities (SLD). Think-aloud interviews were performed with 20 seventh- and eighth-grade students who had learning disabilities to observe their behaviors while solving mathematical word problems (i.e., behaviors and patterns of behaviors). Themes emerged from qualitative analysis indicating that the students engaged in problem-solving behaviors, as well as common patterns of behaviors.

The purpose of this study was to explore the problem-solving behaviors of middle-school students with learning disabilities (SLD). Think-aloud interviews were performed with 20 seventh- and eighth-grade students who had learning disabilities to observe their behaviors while solving mathematical word problems (i.e., behaviors and patterns of behaviors). Themes emerged from qualitative analysis indicating that the students engaged in problem-solving behaviors, as well as common patterns of behaviors.

Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities.