Elementary

We extend research that connects teacher noticing expertise and instructional quality by providing rich illustrations of these connections at three levels of noticing expertise. Grounded in a vision of teaching that is responsive to children’s mathematical thinking, we investigated connections between teachers’ expertise in noticing children’s thinking and their centering of children’s thinking in whole-class discussions. We showcase three upper elementary school teachers as focal teachers, each with a different level of noticing expertise.

We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature. This analysis is part of a larger project aimed at developing a repository of instruments and their associated validity evidence for use in mathematics education. We report on how these tests are discussed in the literature, with a focus on validity arguments and evidence. A key finding is that these tests are often presented in ways that do not support their use by the mathematics education community.

In this mixed-methods study, we introduce an activity-based perspective on mathematical authority that considers who leads mathematical activities in a classroom. Our framework for mathematical authority extends existing research that focuses primarily on Authoring mathematical ideas to include the activities of Visualizing and Speaking. Using data from 129 lessons, we identified six authority structures that reflect consistencies in how mathematical authority was distributed across Authoring, Speaking, and Visualizing.

This article emphasizes the critical role of play in early childhood science education, arguing that natural, child-led play fosters important opportunities for children to explore scientific ideas and practices. Drawing on Vygotsky’s theories and recent studies, the authors advocate for environments that encourage exploratory play to develop children’s scientific skills. The article presents a detailed vignette from Inch By Inch Preschool, showcasing how children engaged with air pumps to explore scientific phenomena.

This article emphasizes the critical role of play in early childhood science education, arguing that natural, child-led play fosters important opportunities for children to explore scientific ideas and practices. Drawing on Vygotsky’s theories and recent studies, the authors advocate for environments that encourage exploratory play to develop children’s scientific skills. The article presents a detailed vignette from Inch By Inch Preschool, showcasing how children engaged with air pumps to explore scientific phenomena.

Research has affirmed the importance of asset-based family partnerships, yet it does not often recognize the complementary roles of multilingual caregivers and teachers to enact culturally sustaining mathematics education.

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.