Join a discussion about how ELL projects approach challenges associated with recruitment of teachers; build trust and administrative support; develop partnerships between institutions and schools; and disseminate.
Join a discussion about models for teaching and learning argumentation and discourse in mathematics, including implications for teacher practice, classroom structure, and the nature of students’ learning.
David Yopp, University of Idaho | June 22, 2016
This session’s conversation focused on ways of viewing argumentation and how argument produces as the content to be learned.
Participants discussed examples (e.g., rational and irrational numbers, solving equations, and natural number operations) in Common Core where the argument students produce is the content. Understanding these concepts included understanding arguments that represent the concept, and these arguments provide access to mathematical notions that have no physical expression.
For example, numbers are classified as rational or irrational through an argument. An arguer might classify a radical as an irrational number by arguing that the radical cannot be expressed as the quotient of integers. When a linear equation is solved and a solution is found, the solution process can be viewed as an argument: that there exist a unique solution. The concept of "solving equations" is represented by this argument.
Following discussion of these examples, participants asked themselves what other areas of content could be viewed as an argument.
Discuss the benefits and challenges of creating mathematics professional development that brings together educators with different roles to build knowledge, practices, and collaboration for teaching students with diverse needs.
In order to broaden the participation of underrepresented student groups, such as students with disabilities and English Language Learners (ELL), mathematics professional development (PD) programs need to include educators with different areas of expertise, not just mathematics teachers. This session will focus on the benefits and challenges of creating effective PD programs that bring together educators with different roles to build knowledge, practices, and collaboration for improving the mathematics learning of all students.
Engage with presenters as they discuss assessment and rubrics designed to measure secondary teachers’ mathematical habits of mind.
Work in secondary mathematics education takes many approaches to content, pedagogy, professional development and assessment. This session aims to illuminate the richness of hte content of secondary mathematics and the field of secondary mathematics education by sharing two such approaches and reflecting on the differences and commonalities between the two.
Consider multiple approaches to valuing, supporting, and studying the diversity of students’ solutions to design problems through poster presentations and small-group discussion.
“Solution diversity” has been proposed as one key characteristic that distinguishes engineering design from other disciplinary pursuits. Engineering designers recognize that for any design problem, there will be multiple acceptable solutions, and informed designers have been found to strive for “idea fluency” through divergent thinking techniques that assist them in exploring the design space (Crismond & Adams, 2012).
Learn about two efforts to design and implement practical measures of science and mathematics teaching to inform school and district instructional improvement efforts.
In contrast to evaluative research that uses accountability measures, improvement science research (Bryk, Gomez, Grunow, & LeMahieu, 2015), using practical measures is designed to provide practitioners with frequent, rapid feedback that enables them to assess and adjust instruction during the process of implementation. The resulting data is potentially of use to multiple stakeholders. For example, practical measures can orient teachers to attend to key aspects of the classroom that might be invisible to them.
Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. (2015). Learning to improve: How America's schools can get better at getting better.
Cambridge, MA: Harvard Education Press.
Yeager, D., Bryk, A. S., Muhich, J., Hausman, H., & Morales, L. (2013). Practical measurement. Carnegie Foundation for the Advancement of
Teaching. Stanford, CA.
Kara Jackson, Jessica Thompson
Discover how digital games can inform classroom teaching using data from innovative formative assessments from three different game-based projects.
This session aims to open up a conversation about of how games can be used for formative assessment and how data from digital games can inform classroom teaching.
Learn about types of and purposes for elementary mathematical writing, and discuss implications for research and classroom implementation.
Although the mathematics education community long has emphasized the importance of discourse in teaching and learning mathematics, mathematical writing has not been clearly defined. Questions remain about how writing can leverage elementary students’ learning of mathematics. In October 2015, the Elementary Mathematical Writing Task Force came together and recommended four types of writing (exploratory, informative/explanatory, argumentative, and mathematically creative) and their respective purposes.
Join a facilitated discussion about the application of data science to education, drawing on a recent NSF-sponsored report. Participants share insights from DR K–12 projects.
The Computing Research Association’s report from an NSF-sponsored workshop describes seven next steps for data-intensive research in education: