Middle

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Students benefit from having opportunities to explore extensive, complex datasets using technology tools that are intuitive and accessible. Likewise, middle school teachers require convenient access to captivating datasets, supportive resources, and classroom-appropriate software. We developed two CODAP (Common Online Data Analysis Platform) plugins that allow students to engage with data about their daily lives, build their data fluency, and answer questions about Earth’s systems. These plugins support the three-dimensional learning approach central to the NGSS.

Noticing is often studied at one time point or with a focus on how one notices a particular practice. Fewer studies have focused on how noticing shifts from before to after professional development (PD), and researchers have yet to commonly study what participants provide as rationale for changes in noticing. We engaged 18 practicing teachers in one year of PD, including a course, video coaching clubs, and coaching. We asked them to annotate video clips before and after the PD to identify what and how they noticed. We interviewed teachers about their noticing and how it related to the PD.

Now more than ever, the world needs citizens comfortable with interdisciplinary problem- solving in Science, Technology, Engineering, and Mathematics (STEM) to address global environmental and health challenges, including extreme weather, habitat destruction, and air pollution, among others. However, many countries report an insufficient number of individuals with experience in STEM problem solving. In addition, recent research indicates low interest and knowledge in STEM fields.

Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are shaped by assumptions they make about their students. Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S.

Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are shaped by assumptions they make about their students. Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S.

Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are shaped by assumptions they make about their students. Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S.