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Curriculum design experts from the Center for Technology and School Change propose a process for teachers to design STEM curriculum that prioritizes inquiry rooted in the community that empowers students to be active…
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The Concord Consortium is proud to announce a new grant from the National Science Foundation for our Intelligent Simulation-based Learning About Natural Disasters (ISLAND) project. ISLAND will harness the power…
Attending to Preservice Teachers' Assets: Beliefs and Practices for Supporting Expansive Sensemaking in Elementary Science
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Preservice elementary science teachers' beliefs and practices influence the kinds of adaptations they make to curriculum materials and the extent to which they are able to enact justice-oriented science lessons. Through…
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This resource presents and describes a model for teaching and learning mathematics responsively in the elementary and middle grades. Developed through the Responsive Math Teaching (RMT) project—a seven-year collaboration…
Dispositional Reactions and Knowledge Invoked in Mathematical Problem Posing: Case Study of Three Undergraduate Students
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This study was designed to examine how three undergraduate students enrolled in a developmental mathematics course interpreted and engaged with problem-posing tasks, the problems they posed and the knowledge the posed…
Effects of Engaging in Problem-Posing Interventions on Learners’ Cognitive Mathematics Outcomes: A Comprehensive Meta-Analysis
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This meta-analysis assessed the effectiveness of problem-posing interventions on learners’ cognitive learning outcomes.
This meta-analysis assessed the effectiveness of problem-posing interventions on…
Exploring the Opportunities for Reasoning and Proving in Mathematical Tasks Designed by Secondary Prospective Teachers
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This article examines the opportunities for reasoning and proving (ORP) embedded in mathematical tasks designed by secondary prospective mathematics teachers (PSTs) in a capstone course, Mathematical Reasoning and…
Exploring the Relationship Between a PST's Written Noticings of Student Mathematical Reasoning and Their Reported and Actual Viewing of a 360 Video
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An essential aspect of mathematics teacher education is the development of professional noticing. A 360 video is a new technology that can aid in developing mathematical teacher noticing. This study examines the…
How Educational Leaders Think About Intersections of Identities and Disciplinary Learning in Science
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American science education leaders play critical roles in promoting equity in education, but little is known about how they understand everyday classroom interactions where inequities related to intersectionality are…
Interrogating Whiteness in Mathematics Education Research: A Discourse Analysis of Storylines About Latiné Communities
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Society produces storylines about Latiné communities, including their placement in racial and linguistic hierarchies, that permeate the mathematics classroom and research in mathematics education. We conducted a discourse…
Learning by Evaluating in Engineering Design Classrooms: A 5E Instructional Model Perspective from Teachers
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This study explores how Learning by Evaluating (LbE) can be integrated into the 5E instructional model to support technology and engineering education. LbE, influenced by comparative judgment, engages students in analyzing…
Middle School Students’ Meanings of Points from Quantitative and Covariational Reasoning Perspectives
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We examine the meanings students give to points when they are graphing relationships between quantities in dynamic, experiential contexts. Using data from teaching experiments with middle-grades students, we illustrate two…
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Engaging students in scientific modeling practice is critical for developing their competence in using scientific knowledge to explain phenomena and design solutions. Student-drawn models are frequently used to investigate…
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Science instruction should involve learners in generating and warranting ideas, what we call epistemic generation. In modeling instruction, epistemic generation should be achieved by coordinating a model structure with the…
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The purpose of this chapter is to bring a rigorous and well-studied theoretical framework of motivation to the study and design of virtual learning environments.
Chen, J. A., Zap, N., & Dede, C. (…
A Geometric Path to the Concept of Function: Transformations using dynamic software can provide a unique perspective on a common topic.
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The concept of function spans elementary school through high school. When introducing the topic to elementary school and middle school students, we ask them to work with a variety of examples and representations of…
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This was a Keynote Address to be presented at the Korea Society of Educational Studies in Mathematics Conference in Seoul, South Korea on November 12th, 2011.
This was a Keynote Address presented at the…
Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer
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Schwartz, D. L., Chase, C. C., Oppezzo, M. A., & Chin, D. B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103(4…
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E. W. Close, R. E. Scherr, H. G. Close, and S. B. McKagan, "Development of Proximal Formative Assessment Skills in Video-based Teacher Professional Development," C. Singh, M. Sabella, and Engelhardt (Eds.), AIP Conf. Proc…
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H. G. Close and R. E. Scherr, "Differentiation of Energy Concepts Through Speech and Gesture in Interaction," C. Singh, M. Sabella, and Engelhardt (Eds.), AIP Conf. Proc. (2011 Physics Education Research Conference)…
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B. W. Harrer, R. E. Scherr, M. C. Wittmann, H. G. Close, and B. W. Frank, "Elements of Formative Assessment in Learners' Discourse about Energy," C. Singh, M. Sabella, and Engelhardt (Eds.), AIP Conf. Proc. (2011 Physics…
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S. B. McKagan, R. E. Scherr, E. W. Close, and H. G. Close, "Criteria for Creating and Categorizing Forms of Energy," C. Singh, M. Sabella, and Engelhardt (Eds.), AIP Conf. Proc. (2011 Physics Education Research Conference…
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R. E. Scherr, H. G. Close, and S. B. McKagan, "Intuitive Ontologies for Energy in Physics," C. Singh, M. Sabella, and Engelhardt (Eds.), AIP Conf. Proc. (2011 Physics Education Research Conference)
ABSTRACT:
The nature of…
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R. E. Scherr, H. G. Close, and S. B. McKagan, "Promoting Proximal Formative Assessment with Relational Discourse," C. Singh, M. Sabella, and Engelhardt (Eds.), AIP Conf. Proc. (2011 Physics Education Research Conference)…
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P. A. Kraus and S. Vokos, "The role of language in the teaching of energy: The case of 'heat energy,'" Washington State Teachers' Association Journal (Spring 2011)
ABSTRACT:
This article describes the different terms that…