Professional Development

Using social network analysis, we sought to characterize the professional collaboration and advice networks among rural science teachers. Furthermore, we explored how the characteristics of individual teachers and distance between teachers affected the likelihood of forming connections. Science teachers in publicly funded rural schools were asked whom they collaborate with and seek advice from and the mode and frequency of their communications. Results were analyzed using UCINET to calculate statistical significance of tie formation.

This paper describes the design of an innovative online platform that has over 50 hours of learning experiences to support educators in further advancing their understandings and pedagogical skills in teaching statistics and data science to learners age 11-18+. Two frameworks are described that support effective classroom practices: a Data Investigation Process and Seven Dimensions of Teaching Statistics and Data Science.

Teachers’ professional learning often includes online components. This study examined how a case of 37 teachers utilized a specific online asynchronous professional learning platform designed to support teachers’ growth in learning to teach statistics and data science in secondary schools in the United States. The platform’s features and learning materials were designed based on effective online learning designs, supports for self-guided learning, and research on the teaching and learning of statistics and data science.

While peer-to-peer conversations can be beneficial for children’s linguistic and mathematical development, the specific conditions needed to support optimal conversations remain elusive. As part of a larger project to infuse peer-to-peer interactions into mathematics instruction for multilingual students, 8- to 11-year-old children in the U.S. were videotaped by their teachers interviewing one another about their solution strategies to equal sharing problems.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

This resource presents and describes a model for teaching and learning mathematics responsively in the elementary and middle grades. Developed through the Responsive Math Teaching (RMT) project—a seven-year collaboration between teachers, teacher leaders, school and district administrators, and researchers from a network of K-8 urban schools—this book equips any mathematics educator with the tools to enhance instruction and increase equitable outcomes for students and communities historically underrepresented in mathematics.

There is a compelling need to strengthen professional learning (PL) regarding systems thinking, since it crosses all disciplinary boundaries and is a crosscutting concept in the Next Generation Science Standards. Yet research has shown that effectively deploying systems thinking in the classroom is challenging both for students and for teachers.