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An electronic teacher guide (eTG) was developed to determine whether a digital guide could better support teachers in implementing an inquiry-based curriculum and in enhancing their practice. Developed as a proof-of-…
What Does It Mean to Notice My Students’ Ideas in Science Today?: An Investigation of Elementary Teachers’ Practice of Noticing Their Students’ Thinking in Science
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An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice.
Efforts toward improving K-12 science education emphasize teachers noticing…
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Tool for conducting classroom discussions.
Classroom Practice
Tool
High
Zahra Hazari…
Does student-centered instruction engage students differently? The moderation effect of student ethnicity
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This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by…
Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices
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Authors examine how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom.
Emotions are central to…
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This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.
This study uses a mixed-method sequential exploratory…
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In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts…
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This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.
Dig deeper into classroom artifacts using research-based learning…
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Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.
In this chapter we discuss some of the affordances and…
Growth in Children’s Understanding of Generalizing and Representing Mathematical Structure and Relationships
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Authors share results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an…
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This article discusses supporting inquiry in an online learning environment.
Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an…
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This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment…
Initiation-Entry-Focus-Exit and Participation: A Framework for Understanding Teacher Groupwork Monitoring Routines
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In this paper, authors offer a framework for teacher monitoring routines—a consequential yet understudied aspect of instruction when teachers oversee students’ working together.
In this paper, we offer…
“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators
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This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of…
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This article discusses the implementation of innovative teaching approaches in mathematics.
Maass, K., Cobb, P., Krainer, K., & Potari, D. (2019). Different ways to implement innovative teaching…
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This Research in Science Education article focuses on characterizing classroom discourse in science.
Sandoval, W. A., Kawasaki, J., & Clark, H. F. (2020). Characterizing science classroom discourse…
Using Authentic Video Clips of Classroom Instruction to Capture Teachers’ Moment-to-Moment Perceiving as Knowledge-Filtered Noticing
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This article reports on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception.
In this article, we report on the development of a novel…
Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning
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One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. This article reports the development and initial testing of an intervention…
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Learning goals differ from performance goals. This article elaborates on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.
Learning goals…
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The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and…
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This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts.
Response process validity evidence…
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Introduction to special issue focusing on think alouds and response process evidence. This work cuts across STEM education scholarship and introduces readers to robust means to engage in think alouds.…
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Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common,…
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We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related…
Teachers' Orientations Toward Using Student Mathematical Thinking as a Resource During Whole-Class Discussion
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The purpose of this study is to characterize teachers’ orientations toward using student mathematical thinking as a resource during whole-class instruction.
Using student mathematical thinking during…