Classroom Practice

Learning Trajectories as a Complete Early Mathematics Intervention: Achieving Efficacies of Economies at Scale

Principal Investigator:
The ULTIMATE (Understanding Learning Trajectories In Math: Advancing Teacher Education) project will evaluate Learning Trajectories as a complete early mathematics intervention by supporting teachers in deepening their understanding of how children learn mathematics and how to incorporate this understanding. Drs. Clements and Sarama have built a professional development tool, called Learning and Teaching with Learning Trajectories, or [LT]2. The team will investigate the positive impacts both in supporting teachers and on students' learning of mathematics.
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Target Audience:

Improving Grades 6-8 Students' Mathematics Achievement in Modeling and Problem Solving through Effective Sequencing of Instructional Practices

Principal Investigator:

With operating title Researching Order of Teaching (ROOT), this project brings together 100 middle grades mathematics teachers in a teacher-researcher alliance to articulate effective instructional practices for promoting modeling and problem-solving achievement. Strategies center around Explicit Attention to Concepts and Student Opportunities to Struggle, culminating in a randomized cluster crossover trial. The poster includes results from the first two years, featuring professional development materials, a video observation tool, and findings from classroom studies.

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Target Audience:

Design Research on the Teaching and Learning of Conceptual Understanding in High School Chemistry Though the Use of Dynamic Visualizations of Physical and Chemical Changes

Principal Investigator:
To move from an emphasis on description of phenomena to deep understanding consistent with the NGSS, this project develops new teaching and research scholars with expertise in building conceptual understanding through the effective use of visualization to help their students build accurate molecular-level mental models to explain phenomena. VisChem Institutes employ carefully produced animations with teaching strategies informed by a cognitive learning model. Research thus far has explored early teacher chemistry and pedagogical learning.
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Target Audience:

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, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture the Intrapersonal, discipline-specific features of scientific arguments, and another to capture the Interpersonal, group regulatory features of argumentation as a dynamic social act.

Author/Presenter

J. Bryan Henderson

Nicole Zillmer

April Holton

Steven Weiner

Eric Greenwald

Megan Goss

M. Lisette Lopez

Christina Morales

P. David Pearson

Katherine L. McNeill

Lead Organization(s)
Year
2021
Short Description

This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens.

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, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture the Intrapersonal, discipline-specific features of scientific arguments, and another to capture the Interpersonal, group regulatory features of argumentation as a dynamic social act.

Author/Presenter

J. Bryan Henderson

Nicole Zillmer

April Holton

Steven Weiner

Eric Greenwald

Megan Goss

M. Lisette Lopez

Christina Morales

P. David Pearson

Katherine L. McNeill

Lead Organization(s)
Year
2021
Short Description

This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens.

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, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens. The system—named DiALoG (Diagnosing Argumentation Levels of Groups)—includes a digital scoring tool that allows teachers to assess oral classroom argumentation across two primary dimensions: one to capture the Intrapersonal, discipline-specific features of scientific arguments, and another to capture the Interpersonal, group regulatory features of argumentation as a dynamic social act.

Author/Presenter

J. Bryan Henderson

Nicole Zillmer

April Holton

Steven Weiner

Eric Greenwald

Megan Goss

M. Lisette Lopez

Christina Morales

P. David Pearson

Katherine L. McNeill

Lead Organization(s)
Year
2021
Short Description

This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens.

Cognitive Instructional Principles in Elementary Mathematics Classrooms: A Case of Teaching Inverse Relations

Instructional principles gleaned from cognitive science play a critical role in improving classroom teaching. This study examines how three cognitive instructional principles including worked examples, representations, and deep questions are used in eight experienced elementary teachers’ early algebra lessons in the U.S. Based on the analysis of 32 videotaped lessons of inverse relations, we found that most teachers spent sufficient class time on worked examples; however, some lessons included repetitive examples that also included irrelevant practice problems.

Author/Presenter

Meixia Ding

Ryan Hassler

Xiaobao Li

Lead Organization(s)
Year
2020
Short Description

This study examines how three cognitive instructional principles including worked examples, representations, and deep questions are used in eight experienced elementary teachers’ early algebra lessons in the U.S.

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 U.S., this book details an innovative and effective approach to teaching algebra at the elementary level, namely, "teaching through example-based problem solving" (TEPS).

Author/Presenter

Meixia Ding

Lead Organization(s)
Year
2021
Short Description

Drawing on rich classroom observations of educators teaching in China and the U.S., this book details an innovative and effective approach to teaching algebra at the elementary level, namely, "teaching through example-based problem solving" (TEPS).

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, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying. We network these frameworks around the edges of the instructional triangle as a means to coordinate them to illustrate the observable relationships among teacher, students(s), and content.

Author/Presenter

Eva Thanheiser

Kathleen Melhuish

Amanda Sugimoto

Brenda Rosencrans

Ruth Heaton

Year
2021
Short Description

In this paper, authors network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying.

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, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying. We network these frameworks around the edges of the instructional triangle as a means to coordinate them to illustrate the observable relationships among teacher, students(s), and content.

Author/Presenter

Eva Thanheiser

Kathleen Melhuish

Amanda Sugimoto

Brenda Rosencrans

Ruth Heaton

Year
2021
Short Description

In this paper, authors network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying.