Disciplinary Content Knowledge

Teachers’ Abilities to Make Sense of Variable Parts Reasoning

The purpose of this study was to investigate how teachers understand one specific aspect of proportional reasoning. We were interested in understanding the extent to which practicing teachers were able to make sense of reasoning that involved the fixed number of variable-sized parts perspective. We used two items, drawn from a larger dataset, that encouraged teachers to reason about proportional situations using a variable parts perspective.

Author/Presenter: 
Chandra Hawley Orrill
John E. Millett
Year: 
2020
Short Description: 

The purpose of this study was to investigate how teachers understand one specific aspect of proportional reasoning - the extent to which practicing teachers were able to make sense of reasoning that involved the fixed number of variable-sized parts perspective.

Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform

This chapter explores a way of describing the teacher education curricular materials being developed by mathematics teacher educators through their interaction with the LessonSketch online platform (www.lessonsketch.org). We briefly describe the platform and the larger project and then using the experiences created by two fellows illustrate the kinds of materials being created by the teacher educators.

Author/Presenter: 
Daniel Chazan
Patricio Herbst
Dana Grosser-Clarkson
Elizabeth Fleming
Janet Walkoe
Emina Alibegović
Year: 
2018
Short Description: 

This chapter explores a way of describing the teacher education curricular materials being developed by mathematics teacher educators through their interaction with the LessonSketch online platform.

Exploring Prospective Teachers’ Ability to Generate and Analyze Evidence-based Explanatory Arguments

In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, we examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations. We also examined features of explanations on which PSTs drew in their critiques of mathematical explanations of students. Our results draw attention to the importance of helping PSTs develop competencies in constructing and critiquing mathematical explanations concurrently.

Author/Presenter: 
Marta T. Magiera
Vecihi S. Zambak
Lead Organization(s): 
Year: 
2020
Short Description: 

In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, authors examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations.

The Impact of High School Life Science Teachers’ Subject Matter Knowledge and Knowledge of Student Misconceptions on Students’ Learning

One of the foundational assumptions in education is that greater teacher knowledge contributes to greater gains in student knowledge, but empirical evidence in support of this assumption is scarce. Using a U.S. sample of 79 biology teachers and their 2749 high school students, we investigate whether teachers’ subject matter knowledge (SMK) and knowledge of students’ misconceptions (KOSM) in high school life science are associated with students’ posttest performance on multiple-choice test items designed to reveal student misconceptions, after controlling for their pretest scores.
Author/Presenter: 
Chen Chen
Gerhard Sonnert
Philip M. Sadler
Susan Sunbury
Lead Organization(s): 
Year: 
2020
Short Description: 

This article investigates whether teachers’ subject matter knowledge (SMK) and knowledge of students’ misconceptions (KOSM) in high school life science are associated with students’ posttest performance on multiple-choice test items designed to reveal student misconceptions.

Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement

Hapgood, S., Paprzycki, P., Czerniak, C.M. (2019). Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement. Paper presented at the Society for Research on Child Development conference [SRCD], Balitmore, MD. March 2019.

Author/Presenter: 
Susanna Hapgood
Peter Paprzycki
Charlene M. Czerniak
Lead Organization(s): 
Year: 
2020
Short Description: 

Paper presented at the Society for Research on Child Development Conference.

Resource(s): 

Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics

Czerniak, C. M., Paprzycki, P., Hapgood, S., & Kaderavek, J. (2019). Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics. Paper presented at the Global Conference on Education and Research [GLOCER], Sarasota, FL. May 2019.

Author/Presenter: 
Charlene M. Czerniak
Peter Paprzycki
Susanna Hapgood
Joan N. Kaderavek
Lead Organization(s): 
Year: 
2019
Short Description: 

Paper presented at the Global Conference on Education and Research.

Resource(s): 

Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement

Czerniak, C. M., Kaderavek, J., Paprzycki, P., Hapgood, S., Mentzer, G., Molitor, S., & Mendenhall, R. (2019). Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement. Paper presented at the European Science Education Research Association [ESERA], Bologna, Italy. August 2019.

Author/Presenter: 
Charlene M. Czerniak
Joan N. Kaderavek
Peter Paprzycki
Susanna Hapgood
Gale Mentzer
Scott Molitor
Robert Mendenhall
Lead Organization(s): 
Year: 
2019
Short Description: 

Paper presented at the European Science Education Research Association.

Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards

Hapgood, S., Heuring, J. & Wilson, G., Czerniak, C. (Accepted for January 2020). Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards. A poster to be presented at the Association of Science Teacher Educators [ASTE] International Conference, San Antonio, Texas.

Author/Presenter: 
Susanna Hapgood
Jeanna Heuring
Grant Wilson
Charlene M. Czerniak
Lead Organization(s): 
Year: 
2020
Short Description: 

A poster to be presented at the Association of Science Teacher Educators International Conference.

3DLA: Three Dimensional Learning Architecture Instructional Planning Tool

Hapgood, S., Wilson, G., Heuring, J. & Czerniak, C. M. (Accepted for January 2020). 3DLA: Three dimensional Learning Architecture instructional planning tool. A workshop to be presented at the Association of Science Teacher Educators [ASTE] International Conference, San Antonio, Texas.
Author/Presenter: 
Susanna Hapgood
Grant Wilson
Jeanna Heuring
Charlene M. Czerniak
Lead Organization(s): 
Year: 
2020
Short Description: 

A workshop to be presented at the Association of Science Teacher Educators International Conference.

Resource(s): 

Revisiting Purpose and Conceptualisation in the Design of Assessments of Mathematics Teachers’ Knowledge

In this paper, we focus on the design of assessments of mathematics teachers’ knowledge by emphasising the importance of identifying the purpose for the assessment, defining the specific construct to be measured, and considering the affordances of particular psychometric models on the development of assessments as well as how they are able to communicate learning or understanding. We add to the literature by providing illustrations of the interactions among these critical considerations in determining what inferences can be drawn from an assessment.

Author/Presenter: 
Chandra Hawley Orrill
Yasemin Copur-Gencturk
Allan Cohen
Jonathan Templin
Year: 
2019
Short Description: 

In this paper, authors focus on the design of assessments of mathematics teachers’ knowledge by emphasising the importance of identifying the purpose for the assessment, defining the specific construct to be measured, and considering the affordances of particular psychometric models on the development of assessments as well as how they are able to communicate learning or understanding.

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