Online tool students can post responses to that allows for multiple means of expression, representation.
Online tool students can post responses to that allows for multiple means of expression, representation.
Promotes video responses and discussion around a topic.
Promotes video responses and discussion around a topic.
Data Nuggets are free classroom activities, co-designed by scientists and teachers, designed to bring contemporary research and authentic data into the classroom. Data Nuggets include a connection to the scientist behind the data and the true story of their research. Each activity gives students practice working with “messy data” and interpreting quantitative information.
Data Nuggets are free classroom activities, co-designed by scientists and teachers, designed to bring contemporary research and authentic data into the classroom. Students are guided through the entire process of science, including identifying hypotheses and predictions, visualizing and interpreting data, making evidence based claims, and asking their own questions for future research.
Data Nuggets are free classroom activities, co-designed by scientists and teachers, designed to bring contemporary research and authentic data into the classroom. Data Nuggets include a connection to the scientist behind the data and the true story of their research. Each activity gives students practice working with “messy data” and interpreting quantitative information.
Data Nuggets are free classroom activities, co-designed by scientists and teachers, designed to bring contemporary research and authentic data into the classroom. Students are guided through the entire process of science, including identifying hypotheses and predictions, visualizing and interpreting data, making evidence based claims, and asking their own questions for future research.
For five decades, JRME has sought to publish high-quality mathematics education research that advances the field’s knowledge and has a positive impact on the teaching and learning of mathematics in the classroom. The journal’s 50th anniversary represents an opportune time for the research community to take a step back, assess what progress has been made on the major problems of the field, and consider the most important problems that could orient research in the future.
In this editorial, authors discuss the first of the five overarching problems: defining and measuring learning opportunities precisely enough to study how to maximize the quality of the opportunities experienced by every student.
Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., Hiebert, J., & Bakker, A. (2020). Addressing the problem of always starting over: Identifying, valuing, and sharing professional knowledge for teaching. Journal for Research in Mathematics Education, 51(2).
Authors discuss the possibilities of retaining and sharing professional knowledge as a way of addressing the problem of always starting over.
Drawing on a situated perspective on learning, we analyzed written, open-ended journals of 52 pre-service teachers (PSTs) concurrently enrolled in mathematics and pedagogy with field experience courses for elementary education majors. Our study provides insights into PSTs’ conceptualizations of mathematical argumentation in terms of its meanings. The data reveals how PSTs perceive teacher actions, teaching strategies, classroom expectations, mathematics content, and tasks that facilitate student engagement in mathematical argumentation.
Drawing on a situated perspective on learning, authors analyzed written, open-ended journals of 52 pre-service teachers (PSTs) concurrently enrolled in mathematics and pedagogy with field experience courses for elementary education majors.
Explore additional tips, resources, and toolkits on communication about research and development:
Explore tips, resources, and toolkits on communication about research and development.
In this chapter we discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions. We share data from a research project in which we implemented multiple iterations of a set of simulated teaching experiences in an elementary mathematics methods course. In each experience, preservice teachers contrasted the consequences of different pedagogical choices in response to a particular example of student thinking.
Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.
At the 2017 American Educational Research Association (AERA) Annual Meeting, faculty from different institutions gathered to address this question during a Division C Fireside Chat session entitled “Navigating the Academic Job: Perspective from Deans, Late-Career Faculty, and New faculty at Varying Universities.” Division C, the Learning & Instruction Division, is dedicated to mentoring graduate students and early career scholars; the fireside chat format offers participants an open forum to discuss topics of interest with a particular group of professionals.
Perspectives from the 2017 AERA Conference session "Navigating the Academic Job: Perspective from Deans, Late-Career Faculty, and New faculty at Varying Universities.”
