Middle

This resource collection offers practical measures and guidance for instructional improvement in mathematics teaching. These include measures for use in classrooms, collaborative professional learning, and one-on-one coaching.

This resource collection offers practical measures and guidance for instructional improvement in mathematics teaching. These include measures for use in classrooms, collaborative professional learning, and one-on-one coaching.

This resource collection offers practical measures and guidance for instructional improvement in mathematics teaching. These include measures for use in classrooms, collaborative professional learning, and one-on-one coaching.

This resource collection offers practical measures and guidance for instructional improvement in mathematics teaching. These include measures for use in classrooms, collaborative professional learning, and one-on-one coaching.

Seeds of Algebraic Thinking are sub-conceptual resources coming from life experience that students call upon when responding to mathematical prompts. This site includes resources students could activate when thinking about groups and sets, equality, proportionality and ratio reasoning, and functions.

This site provides three online activities focused on covariational reasoning as a foundation for middle school students to build more abstract algebraic knowledge. These tasks provide students with opportunities to understand static points, understand dynamic points, and make sense of different amounts of change.

In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time comprised of four salient characteristics within lessons: trails, landmarks, material routines, and circulation patterns.

Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing more autonomy support than the other, to determine whether any differential effects existed between the two.

Evaluation of plausible alternative explanations of scientific phenomena is an authentic scientific activity. Instructional scaffolding can facilitate students’ engagement in such evaluations by facilitating their reflections on how well various lines of scientific evidence support alternative explanations. In the present study, we examined two forms of such scaffolding, with one form providing more autonomy support than the other, to determine whether any differential effects existed between the two.

From the experiential learning perspective, this study investigates middle and high school students (n = 1009) who used an online module to learn about wildfire hazards, risks, and impacts through computational simulations of wildfire phenomena. These students were taught by 18 teachers in urban, rural, and suburban schools across the United States. We analyzed students’ simulation behaviors captured in log files, responses to an assessment administered before and after the module, and demographic surveys, as well as teachers’ responses to a post-module implementation survey.