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Sponsored by the National Science Foundation and organized by CADRE, this event will focus on standards-based instructional materials.
ABOUTJoin educators, administrators, researchers, industry representatives, policy…
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An electronic teacher guide (eTG) was developed to determine whether a digital guide could better support teachers in implementing an inquiry-based curriculum and in enhancing their practice. Developed as a proof-of-…
What Does It Mean to Notice My Students’ Ideas in Science Today?: An Investigation of Elementary Teachers’ Practice of Noticing Their Students’ Thinking in Science
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An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice.
Efforts toward improving K-12 science education emphasize teachers noticing…
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Tool for conducting classroom discussions.
Classroom Practice
Tool
High
Zahra Hazari…
Does student-centered instruction engage students differently? The moderation effect of student ethnicity
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This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by…
Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices
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Authors examine how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom.
Emotions are central to…
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This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.
This study uses a mixed-method sequential exploratory…
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In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts…
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This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.
Dig deeper into classroom artifacts using research-based learning…
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Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.
In this chapter we discuss some of the affordances and…
Growth in children’s understanding of generalizing and representing mathematical structure and relationships
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Authors share results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an…
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This article discusses supporting inquiry in an online learning environment.
Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an…
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This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment…
Initiation-Entry-Focus-Exit and Participation: A Framework for Understanding Teacher Groupwork Monitoring Routines
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In this paper, authors offer a framework for teacher monitoring routines—a consequential yet understudied aspect of instruction when teachers oversee students’ working together.
In this paper, we offer…
“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators
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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 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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This Research in Science Education article focuses on characterizing classroom discourse in science.
Sandoval, W. A., Kawasaki, J., & Clark, H. F. (2020). Characterizing science classroom discourse…
Using Authentic Video Clips of Classroom Instruction to Capture Teachers’ Moment-to-Moment Perceiving as Knowledge-Filtered Noticing
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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…
Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning
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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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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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Introduction to special issue focusing on think alouds and response process evidence. This work cuts across STEM education scholarship and introduces readers to robust means to engage in think alouds.…
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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…
Teachers' Orientations Toward Using Student Mathematical Thinking as a Resource During Whole-Class Discussion
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The purpose of this study is to characterize teachers’ orientations toward using student mathematical thinking as a resource during whole-class instruction.
Using student mathematical thinking during…
Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning
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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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This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom.
This study explores disciplinary literacy instruction integrated within an…
Profiles of Middle School Science Teachers: Accounting for Cognitive and Motivational Characteristics
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This study takes a person‐centered approach by applying latent profile analysis to examine how cognitive (pedagogical content knowledge) and motivational (instructional goal orientations, self‐efficacy beliefs, and reform…
Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
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This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.
This paper examines…
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The CHALK tool is a progressive web application that guides educators to improve instructional quality in early education settings. CHALK provides targeted observation tools that allow instructional coaches to easily track…
Networking Frameworks: A Method for Analyzing the Complexities of Classroom Cultures Focusing on Justifying
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In this paper, authors network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more…
Teaching Early Algebra through Example-based Problem Solving: Insights from Chinese and U.S. Elementary Classrooms
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Drawing on rich classroom observations of educators teaching in China and the U.S., this book details an innovative and effective approach to teaching algebra at the elementary level, namely, "teaching through example-…
Cognitive Instructional Principles in Elementary Mathematics Classrooms: A Case of Teaching Inverse Relations
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This study examines how three cognitive instructional principles including worked examples, representations, and deep questions are used in eight experienced elementary teachers’ early algebra lessons in the U.S…
How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation
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This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens…
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A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a…
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In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in…
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This presntation addreses 4 research cquestions
•What extant criteria do Grade 8 students use to choose the better line
of fit between two lines “fit” to a set of data, when both lines express
the trend of the data…
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Students’ difficulties with contrapositive reasoning are well documented. Lack of intuition about contrapositive reasoning and lack of a meta-argument for the logical equivalence between a conditional claim and its…
Eliminating counterexamples: A case study intervention for improving adolescents’ ability to critique direct arguments
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Students’ difficulties with argumentation, proving, and the role of counterexamples in proving are well documented. Students in this study experienced an intervention for improving their argumentation and proving…
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Several recent studies have focused on helping students understand the limitations of empirical arguments (e.g., Stylianides, G. J. & Stylianides, A. J., 2009, Brown, 2014). One view is that students use empirical…
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This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding conceptions of argumentation, justification, and proof and the consequences for research and practice when applying…
“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms
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School science continues to alienate students identifying with nondominant, non-western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal…
Secondary Mathematics Teachers’ Use of Students’ Incorrect Answers in Supporting Collective Argumentation
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This study illustrates how two secondary mathematics teachers used students’ incorrect answers as they supported students’ engagement in collective argumentation.
This study illustrates how two…
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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…
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Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for…
Training a New Generation of Problem Solvers: How Can Education Programs Develop the Problem-Solving Skills of Today's Schoolchildren and Tomorrow's STEM Workforce?
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This article addresses the need and potential for students to develop problem-solving skills as part of STEM learning.
Songer, N.B. (2022 April) Training a new generation of problem solvers: How can…
Designing Learning Environments to Promote Academic Literacy in Mathematics in Multilingual Secondary Mathematics Classrooms
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Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This…
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We introduce and illustrate three principles for designing secondary mathematics classrooms in which multilingual students can benefit from participating in mathematical discussions. Drawing from the Academic Literacy in…
Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts
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This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections…