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Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the…
Middle School Mathematics Teachers’ Proportional Reasoning and Its Relation to Their Content and Pedagogical Content Knowledge
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Proportional reasoning is an important but challenging skill for students and teachers. This article, presents findings from two studies investigating whether four categories of reasoning identified by Copur-Gencturk et al…
An Analysis of Unexpected Responses in Middle School Students’ Mathematical Problem Posing from the Perspective of Problem-Posing Processes
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Using data from a problem-posing project, this study analyzed the characteristics of middle school students’ responses to problem-posing prompts that did not match our assumptions and expectations to better understand…
Equity-Focused, Rubric-based Coaching: An Incremental Improvement Approach to Supporting Teachers to Shift Toward More Equitable Mathematics Instruction
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This article considers how school-based mathematics coaches can support teachers to make incremental shifts toward more equitable instruction. We describe a coaching model designed to include elements of incremental…
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Mathematics coaching differs significantly from mathematics teaching, and many coaches transition to the role directly from teaching with limited opportunities to learn to work effectively with teachers. Although coach…
Mathematics Teacher Persistence in Online Professional Development: Emerging (Mis)alignments Between Instructional Expectations and Professional Development Utility
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Sustained professional development is critical to support mathematics teachers’ development of ambitious instructional practices. This study aimed to better understand the factors and conditions that impact mathematics…
Teachers as Agentic Synthesizers: Recontextualizing Personally Meaningful Practices from Professional Development
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Teacher learning from professional development (PD) remains undertheorized. Most PD studies focus on its content or structure to gauge learning, leaving substantive gaps in our understanding of teacher learning processes…
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Professional development (PD) for mathematics teachers often emphasizes transformative instructional change. However, a more modest, incremental approach may offer a higher likelihood of success in ways that complement…
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In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research…
Teacher Educators’ Use of Formative Feedback During Preservice Teachers’ Simulated Teaching Experiences in Mathematics and Science
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The purpose of this research study was to identify how teacher educators (TEs) attend to and use formative feedback as they work to support preservice teachers’ (PSTs’) learning. The formative feedback was provided to the…
The Design and Implementation of a Bayesian Data Analysis Lesson for Pre-Service Mathematics and Science Teachers
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With the rise of the popularity of Bayesian methods and accessible computer software, teaching and learning about Bayesian methods are expanding. However, most educational opportunities are geared toward statistics and…
Unpacking the Nuances: An Exploratory Multilevel Analysis on the Operationalization of Integrated STEM Education and Student Attitudinal Change
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Integrated STEM education (iSTEM) is recognized for its potential to improve students’ scientific and mathematical knowledge, as well as to nurture positive attitudes toward STEM, which are essential for motivating…
Mathematics Teacher Educators’ Navigational Expertise When Designing Multimodal Representations of Practice: A Semiotic Analysis
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Critical elements of the expertise of mathematics teacher educators (MTE) can be identified in the artifacts they design for working with prospective teachers (PT), specifically for engaging PT in the double role of…
Best of Both Worlds: Developing an Innovative, Integrated, Intelligent, and Interactive System of Technologies Supporting In-Person and Digital Experiences for Early Mathematics
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Mathematics is a core component of cognition. Unfortunately, most young children and teachers cannot access research-based early childhood mathematics resources. Building on a quarter-century of research, we are developing…
Employing Automatic Analysis Tools Aligned to Learning Progressions to Assess Knowledge Application and Support Learning in STEM
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We discuss transforming STEM education using three aspects: learning progressions (LPs), constructed response performance assessments, and artificial intelligence (AI). Using LPs to inform instruction, curriculum, and…
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Learning trajectories in early mathematics instruction have received increasing attention from policymakers, educators, curriculum developers, and researchers. They are generally deemed useful for guiding curriculum…
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A classroom study was conducted to understand how to engage in responsive teaching with 18 seventh grade students at three stages of units coordination during a unit on proportional reasoning co-taught by the first author…
Exploring Teachers’ Eye-Tracking Data and Professional Noticing When Viewing a 360 Video of Elementary Mathematics
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Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of…
Toward a Framework of Culturally Relevant Science and Mathematics Pedagogy: A Pedagogical and Analytical Tool for Teacher Education
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In this article, we present a framework of culturally relevant science and mathematics pedagogy (CRSMP), which is grounded in the tenets of culturally relevant pedagogy. It delineates practices ranging from the most…
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Socioscientific issues (SSI) are problems involving the deliberate use of scientific topics that require students to engage in dialogue, discussion, and debate. The purpose of this project is to utilize issues that are…
Speak Up or Stay Silent: How Does Teachers’ Verbal Participation in a Professional Development Programme Relate to Instructional Outcomes?
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Like classrooms, professional development (PD) workshops can be organised as dialogic and inclusive spaces, where the verbal contributions of the participants are critical for driving the inquiry and meeting the intended…
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Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader…
STEM Teacher Characteristics and Mobility: Longitudinal Evidence from the American Midwest, 2010 Through 2023
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This study examines the demographics, qualifications, and turnover of STEM teachers in Kansas and Missouri—two contiguous, predominantly rural states in the Midwestern region of the United States. The existing literature…
Expanding Uses of the STEM Observation Protocol (STEM-OP): Secondary Science Teachers’ Reflections on Integrated STEM Practice
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There are few guidelines related to how to implement integrated STEM education in the K-12 science classroom. It is important that teachers have opportunities to reflect on integrated STEM instruction when implemented so…
Fostering Critical Consciousness: A Systematic Review of K-12 Teachers’ Integrations of Sociopolitical Issues in Science and Mathematics Classrooms
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Efforts towards providing inclusive science and mathematics education for marginalized students are increasingly found in literature advocating for equity-oriented instruction through supporting students’ critical…