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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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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…
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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…
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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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…
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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…