Classroom Practice

Uvvatuq Naluallangniaqtugut (I Humbly Hope We Run Into Game): An Iñupiaq Research Process

Uvvatuq naluallangniaqtugut (I humbly hope we run into game) is a phrase an Iñupiaq person would say before going out hunting in the Selawik dialect. We believe all things have a spirit, including animals. If a hunter announces they are going out hunting, the animal spirits will hear that and the hunter may have bad luck. Another phrase said in English is “I am going out for a ride.” The University of Alaska Fairbanks (UAF) was awarded a grant from the National Science Foundation.

Author/Presenter

Sean Asiqłuq Topkok

Hannah Paniyavluk Loon

Year
2021
Short Description

The University of Alaska Fairbanks (UAF) Development Team is working with the Northwest Arctic Borough School District to develop STEM lessons utilizing Iñupiaq knowledge systems and university research for middle school-age students in three villages. The UAF participating programs humbly reached out to local community members to establish a TRACKS Team. However, the UAF participating programs wanted the TRACKS Team to identify what is important to teach their children. The community were the ones to identify the research topic, utilizing an analogy Uvvatuq naluallangniaqtugut (I humbly hope we run into game) for an Iñupiaq research process.

Resource(s)

Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts

This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections with aspects of culturally sustaining pedagogy.

Author/Presenter

William Zahner

Lead Organization(s)
Year
2021
Short Description

This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections with aspects of culturally sustaining pedagogy.

Principles for Curriculum Design and Pedagogy in Multilingual Secondary Mathematics Classrooms

We introduce and illustrate three principles for designing secondary mathematics classrooms in which multilingual students can benefit from participating in mathematical discussions. Drawing from the Academic Literacy in Mathematics (ALM) framework (Moschkovich, 2015), we developed these principles through a four-year design research collaboration with ninth grade mathematics teachers working in a linguistically diverse urban secondary school in the southwest USA.

Author/Presenter

William Zahner

Kevin Pelaez

Ernesto Daniel Calleros

Lead Organization(s)
Year
2021
Short Description

We introduce and illustrate three principles for designing secondary mathematics classrooms in which multilingual students can benefit from participating in mathematical discussions. Drawing from the Academic Literacy in Mathematics (ALM) framework (Moschkovich, 2015), we developed these principles through a four-year design research collaboration with ninth grade mathematics teachers working in a linguistically diverse urban secondary school in the southwest USA.

Designing Learning Environments to Promote Academic Literacy in Mathematics in Multilingual Secondary Mathematics Classrooms

Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This research used ALM as a framework to create a unit of instruction on linear rates of change for ninth grade mathematics in which multilingual students benefit from discussions. Project-specific design principles are presented along with qualitative analysis of classroom discussions from each phase of the project.

Author/Presenter

William Zahner

Ernesto Daniel Calleros

Kevin Pelaez

Lead Organization(s)
Year
2021
Short Description

Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This research used ALM as a framework to create a unit of instruction on linear rates of change for ninth grade mathematics in which multilingual students benefit from discussions.

Training a New Generation of Problem Solvers: How Can Education Programs Develop the Problem-Solving Skills of Today's Schoolchildren and Tomorrow's STEM Workforce?

Songer, N.B. (2022 April) Training a new generation of problem solvers: How can education programs develop the problem-solving skills of today's schoolchildren and tomorrow's STEM workforce? Open Access Government.

Author/Presenter

Nancy Butler Songer

Lead Organization(s)
Year
2022
Short Description

This article addresses the need and potential for students to develop problem-solving skills as part of STEM learning.

Lessons From a Co-design Team on Supporting Student Motivation in Middle School Science Classrooms

Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice.

Author/Presenter

Jennifer A. Schmidt

Lisa Linnenbrink-Garcia

Christopher J. Harris

David McKinney

Pei Pei Liu

Year
2021
Short Description

Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for designing and implementing professional learning focused on supporting middle school students’ motivation in science.

Lessons From a Co-design Team on Supporting Student Motivation in Middle School Science Classrooms

Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice.

Author/Presenter

Jennifer A. Schmidt

Lisa Linnenbrink-Garcia

Christopher J. Harris

David McKinney

Pei Pei Liu

Year
2021
Short Description

Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for designing and implementing professional learning focused on supporting middle school students’ motivation in science.

Lessons From a Co-design Team on Supporting Student Motivation in Middle School Science Classrooms

Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice.

Author/Presenter

Jennifer A. Schmidt

Lisa Linnenbrink-Garcia

Christopher J. Harris

David McKinney

Pei Pei Liu

Year
2021
Short Description

Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for designing and implementing professional learning focused on supporting middle school students’ motivation in science.

Establishing Student Mathematical Thinking as an Object of Class Discussion

Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish.

Author/Presenter

Keith R. Leatham

Laura R. Van Zoest

Ben Freeburn

Blake E. Peterson

Shari L. Stockero

Year
2021
Short Description

Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish. Based on an analysis of secondary mathematics teachers’ enactments of building, we describe two critical aspects of establish—establish precision and establish an object—and the actions teachers take in association with these aspects.

Establishing Student Mathematical Thinking as an Object of Class Discussion

Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish.

Author/Presenter

Keith R. Leatham

Laura R. Van Zoest

Ben Freeburn

Blake E. Peterson

Shari L. Stockero

Year
2021
Short Description

Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish. Based on an analysis of secondary mathematics teachers’ enactments of building, we describe two critical aspects of establish—establish precision and establish an object—and the actions teachers take in association with these aspects.