Search Results

You are looking at 1 - 4 of 4 items for

  • Author or Editor: Barbara A. Swartz x
  • Refine by Access: All content x
Clear All Modify Search
Restricted access

Joe Garofalo, Christine P. Trinter, and Barbara A. Swartz

Logical arguments use examples and existence to prove or disprove four statements.

Restricted access

Nicole M. Wessman-Enzinger, Barbara A. Swartz, and Sararose D. Lynch

Have you ever looked at your students working in groups and wondered, “How can I ensure that all of my students are involved in solving this task?” With similar concerns, we found ourselves talking about complex instruction (Featherstone et al. 2011) as a way to help facilitate equitable participation within group work for our students. This Problem Solvers Problem highlights our collaborative efforts in designing a complex instruction task, which supports all students' contributions in problem solving.

Restricted access

Francis (SKIP) Fennell, Barbara Ann Swartz, Beth McCord Kobett, and Jonathan A. Wray

Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) recognizes the need to find a way to leverage assessment opportunities to improve teaching and learning at the classroom and school level. And although we know a lot about the importance and potential impact of formative assessment done right and well (NMAP 2008; Black and Wiliam 2010), a disconnect continues to exist among planning, teaching, and assessment—and thus, between teaching and learning—in too many classrooms. Assessment must be linked to the planning and instruction of a lesson—every day—ensuring that lesson activities inform teaching and learning for all students. Principles to Actions's eighth Mathematics Teaching Practice directs teachers to “elicit and use evidence of student thinking” (NCTM 2014, p. 53, emphasis added), but what are some ways to elicit this evidence?