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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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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 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…
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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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' 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…
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…
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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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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…
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…
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…
Validating the Use of Student-Level Instruments to Examine Preservice Teachers' Mathematical Problem Solving
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Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems…
Investigating the Presence of Mathematics and the Levels of Cognitively Demanding Mathematical Tasks in Integrated STEM Units
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Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been…
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Recent circumstances due to the COVID-19 pandemic and restrictions on entering public schools have created barriers for prospective teachers (PT) to gain valuable exposure to real classrooms. As a result, we have…
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In this paper, we present an overview of the design research used to develop a digital collaborative environment with an embedded problem-based curriculum. We then discuss the student and teacher features of the…
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Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.
Do your students ever share ideas…
Leading for Justice, Leading for Learning: Conceptualizing Urban School Leadership for Antiracist Mathematics Teaching and Learning
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Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often discussed separately from…
“Unnatural How Natural It Was”: Using a Performance Task and Simulated Classroom for Preservice Secondary Teachers to Practice Engaging Student Avatars in Scientific Argumentation
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Facilitating discussions is a key approach that science teachers use to engage students in scientific argumentation. However, learning how to facilitate argumentation-focused discussions is an ambitious teaching practice…
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Eliciting and interpreting students’ ideas are essential skills in teaching, yet pre-service teachers (PSTs) rarely have adequate opportunities to develop these skills. In this study, we examine PSTs’ patterns of discourse…
Exploring the Potential of an Online Suite of Practice-Based Activities for Supporting Preservice Elementary Teachers in Learning How to Facilitate Argumentation-Focused Discussions in Mathematics and Science
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This study explored the use of a three-part suite of practice-based activities -- one- and two-player online simulations, an avatar-based simulation, and a virtual teaching simulator—for supporting preservice teachers in…
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This report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for the teaching and learning of STEM subject matter in K–12 classrooms…
Comparing How College Mathematics Instructors and High-School Teachers Recognize Professional Obligations of Mathematics Teaching when Making Instructional Decisions
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This paper investigates how mathematics instructors' recognition of the professional obligations of mathematics teaching varies based on their institutional environment, specifically whether they teach high school or…
Intersections of Teacher Noticing and Culturally Sustaining Pedagogy: A Conceptual Framework to Inform the Design of Teacher Learning
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Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths…
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Despite interest in how students’ implicit theories—their growth and fixed mindsets about their own learning—affect students as learners, relatively little research on mindset has looked at teachers as learners. This study…
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This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary…
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In this report section, we discuss the importance of aligning classroom assessments with learning goals and instructional practices to both shape and evaluate students’ learning opportunities.
In this…
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Repository of project simulation tasks and data.
Repository of project simulation tasks and data.
Mathematics
Science
Classroom Practice…
Evaluating How Extended Reality Delivery Device and Preservice Teacher Major Impact Presence in Immersive Learning Environments
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Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have…
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Professional noticing involves attending to and interpreting children’s mathematical reasoning. In a similar manner, pedagogical content knowledge (PCK) is defined as the knowledge teachers need to interpret and respond to…