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In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, authors examined explanations they constructed to support their problem solutions and explanations they provided in support of…
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In this article, we describe an example of differentiating instruction (DI) involving middle school students from a five-year project funded by the National Science Foundation. Differentiating…
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Three 18-session design experiments were conducted, each with 6–9 7th and 8th grade students, to investigate relationships between students’ rational number knowledge and algebraic reasoning. Implications for teaching are…
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This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience. This resource…
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To learn more, visit https://www.todos-math.org/todos_2021. TODOS: Mathematics for ALL Conference Mathematics Mon…
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Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What…
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In this webinar, presenters Joseph DiNapoli, Eileen Murray, Doug O'Roark, and John Russell, shared the evolution of an analytic method that aims to reveal how secondary mathematics teachers…
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This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS…
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This NCTM 100 Days of Professional Learning webinar explores the cycle of inquiry and justification, conceptual obstacles, and strategies for overcoming these obstacles. The Cycle of Inquiry and…
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In this paper, authors present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university, multi-school district, improvement…
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A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. A cluster randomized trial design was used to…
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The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4), an assessment within the previously published PSM series designed for elementary and…
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This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of…
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This chapter explores a way of describing the teacher education curricular materials being developed by mathematics teacher educators through their interaction with the LessonSketch online platform.…
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Students who earned high marks during the proof semester of a geometry course were interviewed to understand what high-achieving students actually took away from the treatment of proof in geometry. The findings suggest…
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The production of the first-grade Precision Mathematics intervention was grounded in the Curriculum Research Framework (CRF), which involves a series of iterative cycles of development, implementation field-testing,…
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This study investigated the efficacy of the Precision Mathematics Level 1 (PM-L1) intervention, a Tier 2 print- and technology-based mathematics intervention designed to increase first-grade students’ conceptual…
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This article discusses the implementation of innovative teaching approaches in mathematics. Maass, K., Cobb, P., Krainer, K., & Potari, D. (2019). Different ways to implement innovative teaching…
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The purpose of this study was to investigate how teachers understand one specific aspect of proportional reasoning - the extent to which practicing teachers were able to make sense of reasoning that involved the fixed…
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The purpose of this study is to develop a statistical framework and tools for the effective and efficient design of multisite randomized trials (MRTs) probing moderated treatment effects. Past research…
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This exploratory study investigated 32 teachers’ use of knowledge resources in two mathematically similar tasks (one a paper and pencil task, the other a dynamic task) around proportional reasoning.…
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To learn more, visit https://amte.net/conferences/conf2021. DRK-12 Presenters: Judy Storeygard, TERC; Amy Brodesky, EDC; Jessica Hunt, North Carolina State University Association of…
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The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in…
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This study compared prospective mathematics teachers' (PMTs) noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in…
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The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand…
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The authors studied how the distal policy mechanisms of curricular aims and objectives articulated in official curriculum documents influenced classroom instruction, and the factors that were associated with the enactment…
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This article reports on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception. In this article, we report on the development of a novel…
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This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms. This article elaborates a…
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To learn more, visit https://www.nctm.org/annual/. National Council of Teachers of Mathematics (NCTM) Conference Mathematics…
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To learn more, visit https://www.nctm.org/annual/. National Council of Teachers of Mathematics (NCTM) Conference Mathematics…
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To learn more, visit https://www.nctm.org/regionals/. National Council of Teachers of Mathematics (NCTM) Conference Mathematics…
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To learn more, visit https://pmena2020.cinvestav.mx/. DRK-12 Presenters: Keith Leatham, Brigham Young University; Joshua Ruk, Western Michigan University International Group for the…
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This article offers six suggestions for middle school principals to implement or strengthen mathematics intervention classes at their schools, based off the findings of the authors' NSF-funded research…
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This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools…
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This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment…
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This study uses a meta-analytic approach to investigate the relationship between attending an inclusive STEM high school and a set of high school outcomes known to predict college entry and declaration of a STEM college…
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This study evaluated a portion of our learning trajectory, focusing on the instructional component. We found that the instruction was successful in promoting a progression from one level to the next for 40% of the children…
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This paper contributes to current discussions about supporting prospective teachers (PSTs) in developing skills of noticing students’ mathematical thinking. The results document that without providing any intentional…
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Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily…
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One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. This article reports the development and initial testing of an intervention…
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Learning goals differ from performance goals. This article elaborates on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning. Learning goals…
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This paper explores the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping…
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The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and…
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This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts. Response process validity evidence…
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The article describes our project that was designed to provide experiences to support paraeducators' professional growth in a large urban district by building their mathematical knowledge for teaching and leadership.…
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We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution…
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Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common,…
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We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related…
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This study investigated teachers’ responses to a common set of instances of student mathematical thinking (SMT) with varied potential to support students’ mathematical learning, as well as the productivity of such…
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Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the…