# Search

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Why a Digital Teacher Guide?
Inquiry-based educative curricula and teachers who use these curricula as intended are major factors in achieving successful student learning outcomes in science.…

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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
Efforts toward improving K-…

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Guidelines for Conduct During Discussions
Classroom-Guidelines-June2019.pdf

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Does student-centered instruction engage students differently? The moderation effect of student ethnicity
Student-centered instruction is featured in reforms that aim to improve excellence and…

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Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices
Emotions are central to how students experience mathematics…

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What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study
This study uses a mixed-method sequential exploratory design to examine influences on urban…

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Theorizing Reciprocal Noticing with Non-dominant Students in Mathematics
In this paper, I theorize reciprocal noticing as a relational practice through which teachers and students exchange…

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What Can We Learn from Correct Answers?
Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most…

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Simulations as a Tool for Practicing Questioning
In this chapter we discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific…

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Growth in children’s understanding of generalizing and representing mathematical structure and relationships
We share here results from a quasi-experimental study that examines growth in…

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“This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment
Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How…

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Complementary Assessments of Prospective Teachers’ Skill with Eliciting Student Thinking
As teacher education shifts to focus on teaching beginners to do the work of teaching, assessments need…

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Initiation-Entry-Focus-Exit and Participation: A Framework for Understanding Teacher Groupwork Monitoring Routines
In this paper, we offer a framework for teacher monitoring routines—a…

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“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators
There is international and widespread…

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Different Ways to Implement Innovative Teaching Approaches at Scale
Maass, K., Cobb, P., Krainer, K., & Potari, D. (2019). Different ways to implement innovative teaching approaches at…

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Characterizing Science Classroom Discourse Across Scales
Sandoval, W. A., Kawasaki, J., & Clark, H. F. (2020). Characterizing science classroom discourse across scales. Research in Science…

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Using Authentic Video Clips of Classroom Instruction to Capture Teachers’ Moment-to-Moment Perceiving as Knowledge-Filtered Noticing
In this article, we report on the development of a novel,…

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Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning
One of the most relentless areas of difficulty in mathematics for…

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Constructing Goals for Student Learning through Conversation
Learning goals differ from performance goals. We elaborate on their function and importance as the guiding force behind maintaining…

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“Teaching Them How to Fish”: Learning to Learn and Teach Responsively
The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new…

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Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds
Response process validity evidence provides a window into a respondent’s cognitive processing.…

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Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment
Think alouds are valuable tools for academicians, test developers, and practitioners as they provide a unique…

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Clarifiable Ambiguity in Classroom Mathematics Discourse
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is…

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Conceptualizing Important Facets of Teacher Responses to Student Mathematical Thinking
We argue that progress in the area of research on mathematics teacher responses to student thinking could…

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Teachers' Orientations Toward Using Student Mathematical Thinking as a Resource During Whole-Class Discussion
Using student mathematical thinking during instruction is valued by the…

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Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning
Teacher responses to student mathematical thinking (SMT) matter because…

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Disciplinary Literacy in STEM: A Functional Approach
This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom. A…

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Profiles of Middle School Science Teachers: Accounting for Cognitive and Motivational Characteristics
Teachers play a critical role in successfully implementing science education reforms in…

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Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
This paper examines the use of Imaginative Education (IE) to create an…

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CHALK Coaching Website
The CHALK tool is a progressive web application that guides educators to improve instructional quality in early education settings. CHALK provides targeted observation…

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Networking Frameworks: A Method for Analyzing the Complexities of Classroom Cultures Focusing on Justifying
In this paper, we network five frameworks (cognitive demand, lesson cohesion,…

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Teaching Early Algebra through Example-based Problem Solving: Insights from Chinese and U.S. Elementary Classrooms
Drawing on rich classroom observations of educators teaching in China and the…

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Cognitive Instructional Principles in Elementary Mathematics Classrooms: A Case of Teaching Inverse Relations
Instructional principles gleaned from cognitive science play a critical role in…

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How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation
We present lessons learned from an ongoing attempt to conceptualize,…

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The Power of Interviewing Students
A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention…

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“Well That's How the Kids Feel!”—Epistemic Empathy as a Driver of Responsive Teaching
While research shows that responsive teaching fosters students' disciplinary learning and equitable…

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NCTM Presentation Line of "Good" Fit in Grade 8 Classrooms
NCTM 2018 Modeling Presentation 4.15.18.pdf

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Eliminating counterexamples: An intervention for improving adolescents’ contrapositive reasoning
Students’ difficulties with contrapositive reasoning are well documented. Lack of intuition…

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Eliminating counterexamples: A case study intervention for improving adolescents’ ability to critique direct arguments
Students’ difficulties with argumentation, proving, and the role of…

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Domain appropriateness and skepticism in viable argumentation
https://pmena2020.cinvestav.mx/Program-Proceedings/Proceedings

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Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof
This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding…

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“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms
School science continues to alienate students identifying with…

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Secondary Mathematics Teachers’ Use of Students’ Incorrect Answers in Supporting Collective Argumentation
This study illustrates how two secondary mathematics teachers used students’ incorrect…

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Establishing Student Mathematical Thinking as an Object of Class Discussion
Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective…

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Lessons From a Co-design Team on Supporting Student Motivation in Middle School Science Classrooms
Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that…

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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?
Songer, N.B. (…

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Designing Learning Environments to Promote Academic Literacy in Mathematics in Multilingual Secondary Mathematics Classrooms
Emerging multilingual students can develop the dimensions of…

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Principles for Curriculum Design and Pedagogy in Multilingual Secondary Mathematics Classrooms
We introduce and illustrate three principles for designing secondary mathematics classrooms in…

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Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts
This department explores the concept of disciplinary literacy—the conceptual…

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Uvvatuq Naluallangniaqtugut (I Humbly Hope We Run Into Game): An Iñupiaq Research Process
Uvvatuq naluallangniaqtugut (I humbly hope we run into game) is a phrase an Iñupiaq person would say…