Mathematics

On July 15-17, 2012 the United States National Commission on Mathematics Instruction and Seoul National University held a joint Korea-U.S. workshop on Mathematics Teaching and Curriculum. The workshop was organized to address questions and issues related to math teaching and curriculum that were generated by each country, including the following: What are the main concerns in the development of the curriculum? What issues have been discussed or debated among curriculum developers, teachers, teacher educators, and scholars regarding the curriculum?

Williams, S., Deahl, E., Rubel, L., & Lim, V. (2014). City Digits: Developing Socially-Grounded Data Literacy Using Digital Tools. Journal of Digital and Media Literacy, 2(2). www.jodml.org

Rubel, L. & Hall-Wieckert, M. (2015, July 30). How kids are learning math, maps and spatial justice. Retrieved from www.mediashift.com.

This paper argues that successful practice-based teacher education requires innovations in assessment that can better inform preservice teachers and those who prepare them. Such assessments must focus directly on specific teaching practices of novice teachers, as well as offer opportunities to assess the use of content knowledge for teaching. Simulations, an assessment type used in other professional fields, hold promise as one means for gathering data about and providing feedback on teaching.

Research leads to a framework modifying Toulmin's model of argumentation to help teachers interpret classroom discussion and support students' contributions.

Singletary, L. & Conner, A. (2015). Connecting research to teaching: Focusing on mathematical arguments. Mathematics Teacher, 109(2), 143-147).

In this article Jessica Hunt explores the use of clinical interviews to gain a deep understanding of students' knowledge. Examples of clinical interviews are provided and advice for planning, giving and interpreting the results of interviews is also included.

Hunt, J.H. (2015). How to better understand the diverse mathematical thinking of learners. Australian Primary Mathematics Classroom, 20(2), 15-21.