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Resource | Examining Technology-Supported Teacher Responding and Students’ Written Mathematical Explanations
This study examines technology-enhanced teacher responses and students’ written mathematical explanations to understand how to support effective teacher responding and the centering of students’ mathematical ideas. Although prior research has focused on teacher noticing and responding to students’ mathematical ideas, few studies have explored the revisions that students make to their written…
Posted: Monday, July 18
Resource | Examining Technology-Supported Teacher Responding and Students’ Written Mathematical Explanations
This study examines technology-enhanced teacher responses and students’ written mathematical explanations to understand how to support effective teacher responding and the centering of students’ mathematical ideas. Although prior research has focused on teacher noticing and responding to students’ mathematical ideas, few studies have explored the revisions that students make to their written…
Posted: Monday, July 18
Resource | “I Remember How to Do It”: Exploring Upper Elementary Students’ Collaborative Regulation While Pair Programming Using Epistemic Network Analysis
Background and Context Students’ self-efficacy toward computing affect their participation in related tasks and courses. Self-efficacy is likely influenced by students’ initial experiences and exposure to computer science (CS) activities. Moreover, student interest in a subject likely informs their ability to effectively regulate their learning in that domain. One way to enhance interest in CS is…
Posted: Thursday, July 14
Resource | “I Remember How to Do It”: Exploring Upper Elementary Students’ Collaborative Regulation While Pair Programming Using Epistemic Network Analysis
Background and Context Students’ self-efficacy toward computing affect their participation in related tasks and courses. Self-efficacy is likely influenced by students’ initial experiences and exposure to computer science (CS) activities. Moreover, student interest in a subject likely informs their ability to effectively regulate their learning in that domain. One way to enhance interest in CS is…
Posted: Thursday, July 14
Resource | It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students
The COVID-19 pandemic shifted many U.S. schools from in-person to remote instruction. While collaborative CS activities had become increasingly common in classrooms prior to the pandemic, the sudden shift to remote learning presented challenges for both teachers and students in implementing and supporting collaborative learning. Though some research on remote collaborative CS learning has been…
Posted: Thursday, July 14
Resource | It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students
The COVID-19 pandemic shifted many U.S. schools from in-person to remote instruction. While collaborative CS activities had become increasingly common in classrooms prior to the pandemic, the sudden shift to remote learning presented challenges for both teachers and students in implementing and supporting collaborative learning. Though some research on remote collaborative CS learning has been…
Posted: Thursday, July 14
Resource | Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts
In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the responding component of teacher noticing and use our findings to present an emerging framework characterizing the multidimensional nature of this practice.…
Posted: Thursday, July 14
Resource | The Development of Critical Teaching Skills for Preservice Secondary Mathematics Teachers Through Video Case Study Analysis
Using social learning theory with the central concept of a community of practice, we situate this work within a secondary mathematics methods course to unpack preservice secondary mathematics teachers (PSMTs) development through the use of video case studies. We analyzed six sessions of the course in which PSMTs engaged in discussions about video segments of mathematics teaching rooted in the…
Posted: Wednesday, July 13
Resource | Analyzing Teacher Learning in a Community of Practice Centered on Video Cases of Mathematics Teaching
Incorporating video case study of mathematics teaching into professional development (PD) can provide opportunities for teachers to develop new ways of seeing teaching and learning and inform efforts to enact new instructional practices. However, more research is needed to understand how such PD can foster sustained teacher learning about high-quality instruction and materials. In this paper, we…
Posted: Wednesday, July 13
Resource | Digging into Data: Illustrating a Data Investigation Process
Lee, H.S., Mojica, G. M., & Thrasher, E. (2022). Digging into data: Illustrating an investigative process. Statistics Teacher.
Posted: Wednesday, July 13
Resource | Investigating Data Like a Data Scientist: Key Practices and Processes
With a call for schools to infuse data across the curriculum, many are creating curricula and examining students’ thinking in data-intensive problems. As the discipline of statistics education broadens to data science education, there is a need to examine how practices in data science can inform work in K-12. We synthesize literature about statistics investigation processes, data science as a…
Posted: Wednesday, July 13
Resource | Contrasting Cases in Geometry: Think Alouds with Students about Transformations
There is strong empirical evidence in support of learning from comparisons in mathematics education research (Rittle-Johnson & Star, 2007; Star, Pollack, et al., 2015; Star et al., 2016). Comparisons have produced gains in students’ procedural knowledge, flexibility, and conceptual knowledge of algebra (Lynch & Star, 2014; Star, Newton, et al., 2015; Star, Pollack, et al., 2015). The…
Posted: Wednesday, July 13
Resource | 360 Video as an Immersive Representation of Practice: Interactions between Reported Benefits and Teacher Noticing
This study examined and compared teachers’ perceived affordances of 360 video as a representation of practice and their professional noticing of students’ mathematics in 360 videos. Data were collected from both preservice and inservice teachers (n = 34) enrolled in one of three mathematics pedagogy courses. Data included participant responses after watching a 360 video of a primary grades…
Posted: Wednesday, July 13
Resource | Establishing Student Mathematical Thinking as an Object of Class Discussion
Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish. Based on an…
Posted: Wednesday, July 13
Resource | Establishing Student Mathematical Thinking as an Object of Class Discussion
Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish. Based on an…
Posted: Wednesday, July 13
Resource | Establishing Student Mathematical Thinking as an Object of Class Discussion
Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish. Based on an…
Posted: Wednesday, July 13
Resource | Representations of Practice Used in Mathematics Methods Courses
This preliminary study explored how many representations of standard videos, animations/comics, and 360 videos are being used in mathematics methods courses to teach future teachers. Drawing on knowledge from prior studies on standard videos, this study aimed to address the gaps in literature to encompass other representations that are being utilized and obtained. Analyses show that standard…
Posted: Wednesday, July 13
Resource | Situating Presence within Extended Reality for Teacher Training: Validation of the Extended Reality Presence Scale (XRPS) in Preservice Teacher Use of Immersive 360 Video
The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in…
Posted: Wednesday, July 13
Resource | Using 360-degree Video to Explore Teachers' Professional Noticing
Professional noticing is an essential skill for teachers that is enacted by teachers via their embodied senses (sight, sound, etc.). To better understand the nature of teacher noticing, 44 preservice teachers (PSTs) viewed a 360 video of an elementary mathematics lesson while wearing virtual reality headsets. PSTs writings of what they noticed and recordings of where they turned their head while…
Posted: Wednesday, July 13
Resource | Conceptualizing a Shared Definition and Future Directions for Extended Reality (XR) in Teacher Education
Scholarship on extended reality (XR) in teacher education is emerging at an increasing rate. As additional forms of XR become more common in the profession, there is a need for teacher educators to consider how the various forms of XR-based representations of practice are conceptualized. The papers in this special issue of JTATE on XR in teacher education each define XR in similar ways, but often…
Posted: Wednesday, July 13
Resource | ReLaTe-SA: An Effort to Understand Teachers’ Reasoning Language in Algebra
The purpose of the Reasoning Language for Teaching Secondary Algebra (ReLaTe-SA) project is to understand teachers' use of reasoning language for teaching concepts and procedures in middle and high school algebra. Previous studies on algebra and algebraic reasoning have investigated other aspects, including students’ conceptions and discourse. The link between students' discourse and conceptual…
Posted: Wednesday, July 13
Resource | Twin Skin of Raza Learners: Race, Language, and Mathematics
Through a composite counter-story from the perspective of fifth-grade Raza learners, the authors show how race and language play a role in the mathematics classroom. Jones, S. R. & Gomez Marchant, C. N. (2022). Twin skin of Raza learners: Race, language, and mathematics. Mathematics Teacher: Learning & Teaching PK-12, 115(1), 45-48. https://doi.org/10.5951/MTLT.2021.0174 */
Posted: Wednesday, July 13
Resource | Increasing Engagement during Online Learning through the Use of Interactive Slides
It is difficult in asynchronous online instruction to keep students engaged and motivated. The rapid and unexpected nature of the move to online instruction has meant that the content presented to students has been primarily static and linear. Thus, there is a need for creative pedagogical approaches that re-create some level of the laboratory experience. One economical and accessible approach to…
Posted: Tuesday, July 12
Resource | Curriculum Materials Designed for the Next Generation Science Standards Show Promise
This report describes initial findings from a study of middle school science curriculum materials that were designed to promote learning as called for by the Next Generation Science Standards (NGSS). WestEd led an independent randomized controlled trial to evaluate the efficacy of the NGSS-designed Amplify Science Middle School (ASMS) curriculum. This study examined the impact of the materials in…
Posted: Tuesday, July 12
Event | NSF ECR Topic TBD
On September 12 from 3pm- 4pm (Eastern) join NSF Program Officers to learn more about the National Science Foundation’s (NSF) Education and Human Resources’ (EHR) Core Research Program (ECR). Topic TBD. Learn more and register
Posted: Wednesday, July 06
Event | NSF ECR Budget Preparation
On August 23rd from 4pm- 5pm (Eastern) join NSF Program Officers to learn more about the National Science Foundation’s (NSF) Education and Human Resources’ (EHR) Core Research Program (ECR). An additional webinar will be held on Monday September 12, 3-4 pm, Topic TBD Learn more and register
Posted: Wednesday, July 06
Event | EHR Core Research (ECR) Program Informational Webinar
On July 12th from 4pm- 5pm (Eastern) join NSF Program Officers to Learn more about the National Science Foundation’s (NSF) Education and Human Resources’ (EHR) Core Research Program (ECR). Additional webinars will be held on: Monday July 25, 3-4 pm, ECR Overview + Program Officer tips Tuesday August 23, 4-5 pm, Budget Preparation Monday September 12, 3-4 pm, Topic TBD Learn more and register
Posted: Wednesday, July 06
Event | NSF ECR Overview + Program Officer Tips
On July 25th from 3pm- 4pm (Eastern) join NSF Program Officers to learn more about the National Science Foundation’s (NSF) Education and Human Resources’ (EHR) Core Research Program (ECR). Additional webinars will be held on: Tuesday August 23, 4-5 pm, Budget Preparation Monday September 12, 3-4 pm, Topic TBD Learn more and register
Posted: Wednesday, July 06
Resource | Teaching Earth and Environmental Science using Model-Evidence Link Diagrams
High-quality science education is essential for students to become scientifically literate. Model-Evidence Link (MEL) diagrams and build-a-MEL (baMEL) diagrams are instructional scaffolds that create an opportunity for students to build scientific understanding through the evaluation of the connections between evidence and alternative explanations of a scientific phenomenon. The MELs and baMELs…
Posted: Friday, July 01
Resource | The Origins build-a-MEL: Introducing a Scaffold to Explore the Origins of the Universe
The origin of the Universe is something that people have pondered for thousands of years. As evidence has mounted, the Big Bang theory has become the consensus scientific model. Much of this same evidence refutes opposing theories such as the earlier Steady State model. The NGSS for high school includes the nature of and evidence for the Big Bang, providing a rich opportunity to explore—with the…
Posted: Friday, July 01