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Textbooks as a Resource for Teaching Mathematics Through Problem Posing: Catalyzing Instructional Change
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Research has shown that teaching mathematics through problem posing, or problem-posing based learning (P-PBL), is a student-centered instructional approach that can improve students’ cognitive and affective aspects of…
A Usability Analysis and Consequences of Testing Exploration of the Problem-Solving Measures–Computer-Adaptive Test
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Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One…
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There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area…
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We describe the development of a visual model to represent the implementation of an ambitious mathematics program, which serves as an example of a complex educational reform.
We describe the development…
Integrating Math and Science Through Engineering: Illustrative Examples from Curricula Implementation in Middle School Engineering Classrooms
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Engineering has emerged as a promising context for STEM integration in K-12 schools. In the previous decade, the field has seen an increase in curricular resources and pedagogical approaches that invite students to utilize…
Lesson Study with Caregivers as a Resource for a Culturally Sustaining Mathematics Pedagogy for Multilingual Learners
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Research has affirmed the importance of asset-based family partnerships, yet it does not often recognize the complementary roles of multilingual caregivers and teachers to enact culturally sustaining mathematics education…
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General educators rarely receive adequate training for supporting students with disabilities (SWDs). We suggest a key contributing factor is the longstanding gap between special and general education researchers, which is…
“We Have a Lot in Common”: Mothers’ and Teachers’ Perspectives on Barriers and Pathways to Mathematical Partnerships
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This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways.
This study…
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In this mixed-methods study, we introduce an activity-based perspective on mathematical authority that considers who leads mathematical activities in a classroom. Our framework for mathematical authority extends existing…
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We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature, and report on how these tests are discussed in the literature, with a…
Connecting Expertise in Noticing Children’s Mathematical Thinking and Conducting Whole-Class Discussions
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Grounded in a vision of teaching that is responsive to children’s mathematical thinking, we investigated connections between teachers’ expertise in noticing children’s thinking and their centering of children’s thinking in…
Discursive Differences in Written Feedback of Individuals with Varied Teaching Experiences: Towards Validating Knowledge of Content and Teaching Specific to Proof
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Fostering student engagement with mathematical reasoning and proving requires a special kind of teacher knowledge – Mathematical Knowledge for Teaching Proof (MKT-P). One important component of MKT-P is Knowledge of…
Seeing Our World Through Data: Sixth Graders Integrating Data Investigations in Collaborative Knowledge Building
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Prior research has explored innovative ways to introduce data science to young learners, emphasizing not only the development of data skills but also the connection of data science to students’ authentic inquiries and…
Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-based Research: A Conceptual Framework
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This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning…
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We explore how a professional development program enabled educators to stretch their ideas related to equitable participation in elementary mathematics classrooms, and their district's policy aimed at promoting equitable…
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For the promotion of youth voice to be successful, out-of-school-time (OST) program facilitators and classroom teachers need a common understanding of what quality looks and sounds like and support for implementing higher-…
Mathematics Teachers’ Interpretations of Students’ Perceptions of the Classroom Learning Environment: Opportunities for Inquiry
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Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S. middle-grades mathematics teachers’ interpretations of evidence of students’…
The Interplay Between Teacher Professional Development and Noticing: An Analysis of How Noticing Changes and What Teachers Attribute to Changes or Consistencies
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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…
The Role of Discrimination and Barriers in the Perceptions of Adolescents With and Without Disabilities of STEM Classes and Jobs
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In STEM (science, technology, engineering, and math) fields, people with disabilities are underrepresented. This study aimed to determine what barriers might prevent students with and without disabilities from pursuing…
Ways Researchers Can Use Teacher Noticing to Inform the Conceptualization of a Complex Teaching Practice
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Prior research has examined teachers’ noticing in order to understand what factors affect teacher noticing and how mathematics teacher educators can support that noticing. We contend, however, that analyzing teachers’…
Building Instructional Capacity and Creating Opportunities for Professional Growth: Mathematics Professional Development for Paraeducators
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Paraeducators provide essential academic support for young learners of mathematics. However, they have limited opportunities to engage in professional development (PD) that is responsive to their instructional needs and…
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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,…
Enhancing Mathematical Instruction for Emergent Bilinguals Through Collaborative Situated Professional Development
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This study investigates the shifts in high school mathematics teachers’ instructional practices when working with emergent bilinguals (EBs) after participating in a collaborative situated professional development (CSPD)…
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The significance of children’s mathematical competence during the early years is well established; however, the methods for developing such competencies remain less understood. Specifically, there is a need to identify…
Leveraging Children’s Multicultural Literature to Support Students’ Math Identity and Problem Solving
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This article explores how multicultural children’s literature for elementary classrooms can be leveraged to develop students’ mathematical understanding and foster positive math identities, particularly for multilingual…