On May 2, CADRE hosted a webinar on conducting legislative visits. The purpose of this webinar was to help NSF awardees prepare for effective informational meetings with congressional staff and craft appropriate messages for conversations with them about preK-12 STEM education.
Do you plan to attend the STEM+C gathering at the DRK-12 PI Meeting on Wednesday, June 6, from 2:45-3:45pm?
Visit your colleagues’ posters to learn about their research and discuss approaches, challenges, successes, and emerging findings.
Visit your colleagues’ posters to learn about their research and discuss approaches, challenges, successes, and emerging findings.
Visit your colleagues’ posters to learn about their research and discuss approaches, challenges, successes, and emerging findings.
Noticing important aspects of student work (e.g. Professional Noticing (van Es & Sherin, 2002)), interpreting and evaluating student thinking and providing high-quality feedback are seen as high leverage practices and are “likely to lead to large advances in student learning” (Ball, Sleep, Boerst, & Bass, 2009, p.461). However, improving the quality and efficiency of these noticing practices often proves to be challenging (Ball, 2001).
Noticing important aspects of student work (e.g. Professional Noticing (van Es & Sherin, 2002)), interpreting and evaluating student thinking and providing high-quality feedback are seen as high leverage practices and are “likely to lead to large advances in student learning” (Ball, Sleep, Boerst, & Bass, 2009, p.461). However, improving the quality and efficiency of these noticing practices often proves to be challenging (Ball, 2001).
Web 2.0 environments provide infrastructure for synchronous access to communication and shared dynamic mathematical tools. These tools enable mathematicians (Alagie & Alagie, 2013) and mathematics learners (Alqahtani & Powell, in press; Powell, 2014; Stahl, 2015) alike to collaborate online to discuss mathematical ideas and solve mathematics problems. However, scant literature in mathematics education examines how with Web 2.0 tools, learners can coordinate both content and social resources as they discuss their mathematical ideas and problem solve.
Web 2.0 environments provide infrastructure for synchronous access to communication and shared dynamic mathematical tools. These tools enable mathematicians (Alagie & Alagie, 2013) and mathematics learners (Alqahtani & Powell, in press; Powell, 2014; Stahl, 2015) alike to collaborate online to discuss mathematical ideas and solve mathematics problems. However, scant literature in mathematics education examines how with Web 2.0 tools, learners can coordinate both content and social resources as they discuss their mathematical ideas and problem solve.
Objectives: This study examined an online and blended professional learning community (PLC) of mathematics teachers and the role of sociocultural practices in its constitution and sustainability. The last decade has been marked by efforts to institutionalize PLCs in teacher education. However, a gap exists in the literature on how PLCs are constructed and sustained, especially for PLCs that are hybrid in nature, consisting of online activities, social media, and face-to-face interactions.
