Developed by the Education Development Center and Bank Street College of Education, this professional development program will show general and special education teachers how to collaborate to provide a high-quality, standards-based mathematics education to all students, including those with disabilities. The Math for All learning experiences detailed in the corresponding facilitator’s kit will help teachers:
•Assess students’ strengths and needs
•Use multiple instructional strategies to teach specific math concepts
•Tailor lessons based on individual students' strengths and needs to help them achieve high-quality learning outcomes in mathematics

This program will emphasize how the neurodevelopmental demands of a math lesson interact with individual students' strengths and needs. The authors will provide step-by-step guidance for adapting materials, activities, and instructional strategies to make lessons accessible to all students. This participant book includes the handouts and reproducibles for the program. The forthcoming kit will include a facilitator’s guide and a corresponding DVD.

Developed by Bank Street College of Education and the Education Development Center, this comprehensive professional development resource contains all the materials you need to conduct workshops that will show general and special education teachers how to collaborate to provide a high-quality, standards-based mathematics education to all students, including those with disabilities. The materials will deepen the understanding of both the facilitators and of the participants in these workshops. This resource will enable schools and school districts to increase the expertise of their math and special education leaders and provide their own workshops for teachers rather than hire outside consultants to do so.

The Math for All learning experiences detailed in the enclosed books and DVDs help teachers
•Assess students' strengths and needs
•Use multiple instructional strategies to teach specific math concepts
•Tailor lessons based on individual students' strengths and needs to help them achieve high-quality learning outcomes in mathematics

The authors emphasize how the neurodevelopmental demands of a math lesson interact with individual students' strengths and needs. They also provide step-by-step guidance for adapting materials, activities, and instructional strategies to make lessons accessible to all students.

This comprehensive resource includes two DVDs: one with PowerPoint presentations and embedded classroom videos, and a second DVD with just the video portion that shows examples of how teachers in Grades 3-5 have made math lessons accessible to students—including those with physical, learning, and language challenges. Also enclosed is the Math for All Participant Book, which includes the corresponding handouts and reproducibles for the program.

Laurie H. Rubel (Brooklyn College) discusses a teacher learning community for high school teachers in New York City organized to develop practices of culturally relevant mathematics pedagogy. This project, named CureMap, emphasizes the connections between mathematical concepts, procedures, and facts; focuses mathematics instruction on students’ experiences; and strives to develop students' critical consciousness about and with mathematics.

This article reports findings from a research and professional development project at two high schools located in low-income, urban communities of color. The project collaborates with teachers on improving their instructional practices, using a framework of culturally relevant mathematics pedagogy, which is described in detail here. We present results from a qualitative and quantitative analysis of mathematics instruction in 68 classroom observations of seven teachers. In particular, we use culturally relevant mathematics pedagogy as a lens through which to analyze instruction and the associated opportunities to learn mathematics provided to students.

Redistricting can provide a real-world application for use in a wide range of mathematics classrooms.

The high-performance liquid chromatography (HPLC) experiment, most often done in the undergraduate analytical instrumentation laboratory course, generally illustrates reversed-phase chromatography using a commercial C18 silica column. To avoid the expense of periodic column replacement and introduce a choice of columns with different stationary phases, we have developed an experiment in which students prepare and test a polymer-based monolithic column. The 10 or 15 cm monolithic column is prepared using 1/8 in. o.d. × 2.3 mm i.d. poly(ether ether ketone) or PEEK tubing. The reaction is accomplished thermally at 60 °C for several hours by polymerization of butyl methacrylate cross-linked with ethylene glycol dimethacrylate in a porogen system consisting of 1,4-butanediol, 1-propanol, and water. Using toluene and naphthalene as analytes, profiles of retention factor as a function of methanol have been shown. A study of essential nutrients can be accomplished by using an ion-pairing reagent to separate thiamine from riboflavin. In addition, plate count and van Deemter plots can be done to determine column efficiency. The experiment can be designed to be completed over a 1 to 3 week period of time. Exposure to polymer chemistry, often not a part of the undergraduate laboratory curriculum, is an additional important aspect of this experiment.

This study explores what students understand about enzyme–substrate interactions, using multiple representations of the phenomenon. In this paper we describe our use of the 3 Phase-Single Interview Technique with multiple representations to generate cognitive dissonance within students in order to uncover misconceptions of enzyme–substrate interactions. Findings from 25 student interviews are interpreted through the lens of multiple theoretical frameworks, including personal constructivism and coherence formation. The importance of classroom teachers engaging students in dialogue about representations is discussed.

The goal of this project was to create an inquiry activity to teach symmetry elements and symmetry operations in an inorganic chemistry course. Many students experience difficulty when building and mentally manipulating three-dimensional mental models from two-dimensional images, causing difficulty when learning symmetry. Process-oriented, guided-inquiry learning (POGIL) was used to structure the activity using a learning cycle paradigm consistent with research on how students learn as described by Novak’s human constructivism theory. The activity familiarized students with symmetry terms as students actively engaged in finding symmetry operations in a variety of molecules. The symmetry activity was classroom tested and student and POGIL expert feedback were used to improve the activity.

The central goal of this study was to create a new diagnostic tool to identify organic chemistry students’ alternative conceptions related to acid strength. Twenty years of research on secondary and college students’ conceptions about acids and bases has shown that these important concepts are difficult for students to apply to qualitative problem solving. Yet, few published studies document how students’ prior knowledge of acids influences their understanding of acid strength in organic chemistry contexts. We developed a nine-item multiple-tier, multiple-choice concept inventory to identify alternative conceptions that organic chemistry students hold about acid strength, to determine the prevalence of these conceptions, and to determine how strongly these conceptions bias student reasoning. We identified two significant alternative conceptions that organic chemistry students hold about acid strength. Students who answered items incorrectly were more confident about their answers than peers who answered items correctly, suggesting that after one semester of organic chemistry, students do not know what they do not know. Implications for the teaching of acid strength are discussed.

Digital pen-and-paper technology, although marketed commercially as a bridge between old and new notetaking capabilities, synchronizes the collection of both written and audio data. This manuscript describes how this technology was used to improve data collection in research regarding students’ learning, specifically their understanding of enzyme-substrate interactions as depicted in textbook representations. Students were
provided this technology during individual interviews and were permitted to annotate multiple representations of enzymes and substrates, as well as to generate their own representations. The ability to digitally revisit the sequential student drawings was
valuable in analysis of the research findings. Innovative and novel uses for this technology are discussed for both discipline-based education research and classroom practice.