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Jared Webb and P. Holt Wilson

ABSTRACT

In this article, we describe rehearsals designed for use in professional development (PD) with secondary mathematics teachers to support them in reimagining and refining their practice. We detail a theoretical framework for learning in PD that informs our rehearsal design. We then share evidence of secondary mathematics teachers’ improvements in classroom practice from a broader study examining their participation in a PD that featured the use of rehearsals and provide examples of the ways two teachers’ rehearsals of the practice of monitoring students’ engagement with mathematics corresponded to changes in their practice. We conclude with a set of considerations and revisions to our design and a discussion of the role of mathematics teacher educators in supporting teachers in expanding their practice toward more ambitious purposes for students’ mathematical learning.

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Jonee Wilson and Erin Smith

Instructional practices are often implemented in attempts to support multilingual learners. We discuss reasons that some of these well-intended practices may be problematic, and we share productive alternatives that we have observed in classrooms that effectively support multilingual learners.

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Jennifer Ward and Victoria Damjanovic

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

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Jon R. Star, Soobin Jeon, Rebecca Comeford, Patricia Clark, Bethany Rittle-Johnson, and Kelley Durkin

CDMS is a routine that allows teachers to organize instruction around students’ mathematical discussions and multiple problem-solving methods.

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Deanna Pecaski McLennan

For the Love of Mathematics

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Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

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Travis Lemon

Welcome to the June 2021 issue of Mathematics Teacher: Learning and Teaching PK–12, and for many of you, congratulations on the completion of the 2020–2021 school year! For those of you who have not yet finished up the school year, hang in there. This past year has been one like no other. If you are like me, you have had your hands full and may not have had time to keep up with all the great insights and ideas shared in this volume year of the journal. If that is the case, I invite you to make

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Sarah Brand, Hyunyi Jung, Ashley Dorlack, and Samuel Gailliot

Five teacher discussion strategies and outcomes of students’ responses to each are illustrated with examples.

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Rachel B. Snider

Examples are an essential part of mathematics teaching and learning, used on a daily basis to teach and practice content. Yet, selecting good examples for teaching is complex and challenging. This article presents ideas to consider when selecting examples, drawn from a research study with algebra 2 teachers.

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Enrique Ortiz

For the Love of Mathematics

Answers are available in the supplemental appendix.