This series of short videos by CADRE share STEM education research takeaways for practice.
This series of short videos by CADRE share STEM education research takeaways for practice.
In this paper, we propose a mathematics professional development tool designed to support teachers’ noticing for equity and improve their ability to provide powerful mathematics and an inclusive discourse community for each and every student. Used within the context of coaching cycles, this tool serves as a reflection guide for teachers to consider the extent to which all students had opportunities and access to rigorous mathematics and a discourse community and were engaged as doers and communicators of mathematics during a lesson.
In this paper, we propose a mathematics professional development tool designed to support teachers’ noticing for equity and improve their ability to provide powerful mathematics and an inclusive discourse community for each and every student.
In this paper, we propose a mathematics professional development tool designed to support teachers’ noticing for equity and improve their ability to provide powerful mathematics and an inclusive discourse community for each and every student. Used within the context of coaching cycles, this tool serves as a reflection guide for teachers to consider the extent to which all students had opportunities and access to rigorous mathematics and a discourse community and were engaged as doers and communicators of mathematics during a lesson.
In this paper, we propose a mathematics professional development tool designed to support teachers’ noticing for equity and improve their ability to provide powerful mathematics and an inclusive discourse community for each and every student.
Teacher reflection on the teaching and learning of mathematics is essential for driving instructional change. While teacher noticing is key to reflecting, this skill does not necessarily develop through teaching experience alone. Professional learning (PL) opportunities can play a critical role in supporting teachers’ use of reflection to purposefully cultivate their understanding of ways to attend, interpret and act on significant instructional moments (van Es et al., 2017).
Teacher reflection on the teaching and learning of mathematics is essential for driving instructional change. While teacher noticing is key to reflecting, this skill does not necessarily develop through teaching experience alone. Professional learning (PL) opportunities can play a critical role in supporting teachers’ use of reflection to purposefully cultivate their understanding of ways to attend, interpret and act on significant instructional moments (van Es et al., 2017). This oral communication focuses on the steps used to design, develop and pilot a reflection framework used with coaching support to enhance teachers’ ability to notice key aspects of high-quality mathematics discourse in the classroom.
Teacher reflection on the teaching and learning of mathematics is essential for driving instructional change. While teacher noticing is key to reflecting, this skill does not necessarily develop through teaching experience alone. Professional learning (PL) opportunities can play a critical role in supporting teachers’ use of reflection to purposefully cultivate their understanding of ways to attend, interpret and act on significant instructional moments (van Es et al., 2017).
Teacher reflection on the teaching and learning of mathematics is essential for driving instructional change. While teacher noticing is key to reflecting, this skill does not necessarily develop through teaching experience alone. Professional learning (PL) opportunities can play a critical role in supporting teachers’ use of reflection to purposefully cultivate their understanding of ways to attend, interpret and act on significant instructional moments (van Es et al., 2017). This oral communication focuses on the steps used to design, develop and pilot a reflection framework used with coaching support to enhance teachers’ ability to notice key aspects of high-quality mathematics discourse in the classroom.
This study examines how secondary teachers incorporated the six-phase Data Investigation Process (Lee et al., 2022) into classroom lessons following a professional learning experience. Analysis of 13 lesson plans, interviews, and survey responses revealed that while most lessons addressed multiple phases, few supported full engagement across all six. Framing the Problem was the most consistently attended-to phase, often grounded in authentic contexts and clear investigative questions.
This study examines how secondary teachers incorporated the six-phase Data Investigation Process (Lee et al., 2022) into classroom lessons following a professional learning experience.
This paper explores a comprehensive framework to develop students’ data literacy by guiding them in making sense of complex data visualizations. With the growing complexity and prevalence of data visualizations in media, it’s crucial to equip students with the skills to critically analyze and engage with these visual forms of data. This toolkit emphasizes the importance of fostering data habits of mind, rather than mere computational proficiency, and encourages students to consider what a visualization is conveying, how it was created, and why it was created.
This paper explores a comprehensive framework to develop students’ data literacy by guiding them in making sense of complex data visualizations.
In this document, we identify key considerations to guide thinking and actions for data investigations, where the goal of an investigation is to answer a statistical question within a context to communicate approaches and solutions to a problem based on evidence. This process is composed of six phases: Frame the Problem, Consider and Gather Data, Process Data, Explore & Visualize Data, Consider Models, and Communicate & Propose Action.
In this document, we identify key considerations to guide thinking and actions for data investigations, where the goal of an investigation is to answer a statistical question within a context to communicate approaches and solutions to a problem based on evidence.
When assisting students in a data investigation, it can be useful to help them develop key ways of thinking and dispositions that are helpful in developing expertise in conducting data investigations like a statistician or data scientist. It can be useful for students to see a reminder of this process and key considerations. This poster version of the Data Investigation Process that can be used in your classroom for this purpose.
When assisting students in a data investigation, it can be useful to help them develop key ways of thinking and dispositions that are helpful in developing expertise in conducting data investigations like a statistician or data scientist. It can be useful for students to see a reminder of this process and key considerations. This poster version of the Data Investigation Process that can be used in your classroom for this purpose.
Today, the ability to make sense of data is essential. K-12 students need educational experiences that can assist them in developing data literacy for global citizenry, and career and college pathways related to statistics and data science (e.g., Engel, 2017; Gould, 2017). Statistics and practices with data are included in standards and goals across the K-12 curriculum. Science puts a heavy emphasis on reasoning from and with data to understand scientific phenomena.
Throughout K-12, students should develop a practice of using data in investigations of real-world phenomena through processes that will prepare them to be data-literate citizens and open doors for data-intensive career pathways in sciences, technology, engineering, journalism, medicine, sports analytics, business, mathematics, statistics, and data science.
