Pedagogy

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 scale. Educational Studies in Mathematics, 102, 303-318.

Author/Presenter: 
Katja Maass
Paul Cobb
Konrad Krainer
Despina Potari
Lead Organization(s): 
Year: 
2019
Short Description: 

This article discusses the implementation of innovative teaching approaches in mathematics.

“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 recognition that early childhood education must be fully inclusive and based on the language, culture, and epistemology of local Indigenous communities (Kitson, 2010). Early childhood education (ECE) programs can only deliver on the promises ofculturally responsive schooling (Castagno & Brayboy, 2008; McCarty & Lee, 2014) when “staff members understand cultural expectations, relationships, and the subtleties of communication, including non-verbalcommunication” within the community (Kitson & Bowes, 2010, p.86).

Author/Presenter: 
Angelina E. Castagno
Tiffany Tracy
Desiree Denny
Breanna Davis
Hosava Kretzmann
Lead Organization(s): 
Year: 
2020
Short Description: 

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 academically rigorous, culturally responsive curriculum across the Navajo Nation.

Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design

Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States.

Author/Presenter: 
June Ahn
Fabio Campos
Maria Hays
Daniela Digiacomo
Year: 
2019
Short Description: 

In this paper, authors present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States.

Characterizing the Formative Assessment Enactment of Experienced Science Teachers

Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.

Author/Presenter: 
Vesal Dini
Hannah Sevian
Klaudja Caushi
Raúl Orduña Picón
Year: 
2020
Short Description: 

In this article, authors examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.

Empowering Students with Specific Learning Disabilities: Jim’s Concept of Unit Fraction

Cognitive differences have historically led to deficit assumptions concerning the mathematical experiences that children with learning disabilities (LD) can access. We argue that the problem can be located not within children but instead as a mismatch between features of instruction and children’s unique learning abilities. In this paper, we investigate how one elementary school child, Jim, with specific visual motor integration differences constructed a unit fraction concept.

Author/Presenter: 
Jessica H. Hunt
Juanita Silva
Rachel Lambert
Year: 
2019
Short Description: 

This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.

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 to shift to focus on assessing practice. We focus on one teaching practice, eliciting student thinking, in the context of elementary mathematics. We describe assessments in two contexts (field and simulation). For each assessment, we describe the eliciting of three prospective teachers what could be seen about the skills of group of prospective teachers (N = 44).

Author/Presenter: 
Meghan Shaughnessy
Timothy A. Boerst
Susanna Owens Farmer
Lead Organization(s): 
Year: 
2019
Short Description: 

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.

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 pedagogical actions. We share data from a research project in which we implemented multiple iterations of a set of simulated teaching experiences in an elementary mathematics methods course. In each experience, preservice teachers contrasted the consequences of different pedagogical choices in response to a particular example of student thinking.

Author/Presenter: 
Corey Webel
Kimberly Conner
Wenmin Zhao
Lead Organization(s): 
Year: 
2018
Short Description: 

Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.

Think-Pair-Show-Share to Increase Classroom Discourse

Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.

Hunt, J. H., MacDonald, B., Lambert, R., Sugita, T., & Silva, J. (2018). Think, pair, show, share to increase classroom discourse. Teaching Children Mathematics (Focus Issue-Invited contribution), 25(2), 80-84.

Author/Presenter: 
Jessica H. Hunt
Beth MacDonald
Rachel Lambert
Trisha Sugita
Juanita Silva
Year: 
2018
Short Description: 

The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.

Using a video club design to promote teacher attention to students' ideas in science

Science education stakeholders worldwide are engaged in efforts to support teachers' noticing and making sense of students' thinking in science. Here we introduce the design of a science teaching video club and present a study of its implementation. The current design extends prior research on video clubs as a form of professional development for supporting mathematics teachers. Results indicate that the current design supported science teachers in noticing and discussing students' thinking in sustained and meaningful ways.

Author/Presenter: 
Melissa J. Luna
Miriam Gamoran Sherin
Year: 
2017
Short Description: 

In this article, authors introduce the design of a science teaching video club and present a study of its implementation.

Resource(s): 

Teachers Extending Their Knowledge in Online Collaborative Learning Environments: Opportunities and Challenges

STEM Categorization: 
Day: 
Fri

Join two projects to discuss the challenges and opportunities afforded through online environments for providing professional development and supporting classroom implementation of mathematical practices.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

Teams of researchers from Drexel University, Rutgers University, University of Missouri, and the Math Forum have been investigating online environments for math education and math teacher professional learning communities. The Virtual Math Teams project has developed a synchronous, multi-user GeoGebra implementation and studies the learning of small groups as well as the preparation of teachers to facilitate this learning.

Session Types: 

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