Browse

You are looking at 1 - 10 of 12 items for :

  • All grades PK-12 x
  • Other Topic x
  • Professional Development / Teacher Training x
  • Refine by Access: All content x
Clear All
Restricted access

Margaret Rathouz, Nesrin Cengiz, Angela Krebs, and Rheta N. Rubenstein

Tasks that have been developed to build a foundation for ratio meanings and language not only provide valuable information about student thinking but also support proportional reasoning.

Restricted access

Patricia F. Campbell, Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, Toya Jones Frank, Matthew J. Griffin, and Youyoung Choi

This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.

Restricted access

Katherine E. Lewis

Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.

Restricted access

Steve Leinwand, DeAnn Huinker, and Daniel Brahier

This article provides an introduction to the six guiding principles for school mathematics and eight core mathematics teaching practices that appear in the new NCTM document, Principles to Actions: Ensuring Mathematical Success for All.

Restricted access

Shiv Karunakaran, Ben Freeburn, Nursen Konuk, and Fran Arbaugh

Preservice mathematics teachers are entrusted with developing their future students' interest in and ability to do mathematics effectively. Various policy documents place an importance on being able to reason about and prove mathematical claims. However, it is not enough for these preservice teachers, and their future students, to have a narrow focus on only one type of proof (demonstration proof), as opposed to other forms of proof, such as generic example proofs or pictorial proofs. This article examines the effectiveness of a course on reasoning and proving on preservice teachers' awareness of and abilities to recognize and construct generic example proofs. The findings support assertions that such a course can and does change preservice teachers' capability with generic example proofs.

Restricted access

Juli K. Dixon and Jennifer M. Tobias

Anticipate and address errors that arise when fractions are placed in context and illustrated with models.

Restricted access

Esther M. H. Billings, David C. Coffey, John Golden, and Pamela J. Wells

A professional development workshop supports teachers' understanding of the Standards for Mathematical Practice and helps them transfer this knowledge to the middle school classroom.

Restricted access

Peter M. Eley, Kelly J. Charles, and Latonya L. Leeks

Classroom observation presents evidence that using meaningful data and exciting presentations can help strengthen student interest in STEM fields.

Restricted access

A cartoon involving one lone messy desk and probabilities is coupled with a full-page activity sheet.

Restricted access

Lisa A. Dieker, Michelle Stephan, and Jennifer Smith

A conceptual framework can show a general education and a special education teacher how to team teach so that a range of students can learn together in today's classroom.