In this article we detail a research study using the Instructional Quality Assessment (IQA) Rubrics () as the frame for a professional development with mathematics teachers in grades 3-8. We wanted to create a professional development around a tool that was typically used in research as a way to observe teachers, as a tool to use with teachers on their reflection of instruction. In this study we share both the researchers’ and teachers’ perspectives of affordances and constraints of the professional development and observational rubrics.
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Amber G. Candela and Melissa Boston
Chunlian Jiang and Eunmi Joung
Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.
Eric Cordero-Siy and Hala Ghousseini
Three deliberate teaching practices can help students strengthen multiple connections to a unifying concept.
Kaycie Maddox
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.
Surani Joshua, James Drimalla, Dru Horne, Heather Lavender, Alexandra Yon, Cameron Byerley, Hyunkyoung Yoon, and Kevin Moore
The Relative Risk Tool web app allows students to compare risks relating to COVID-19 with other more familiar risks, to make multiplicative comparisons, and to interpret them.
Elizabeth G. Arnold, Elizabeth A. Burroughs, Mary Alice Carlson, Elizabeth W. Fulton, and Megan H. Wickstrom
Ear to the Ground features voices from several corners of the mathematics education world.
Madelyn W. Colonnese
A teacher implements this type of personal prose in the classroom to help students make sense of fractions and communicate ideas.
Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger
Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning.
Sandra Vorensky
Design projects to encourage your students’ self-efficacy and motivate mathematics learning by helping them apply their prior knowledge from real-world experiences.
Nicole L. Fonger
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.
