Assessment in the Context of Mathematics Instruction Reform: The Design of Assessment in the Quasar Project

1993 ◽  
pp. 59-69 ◽  
Author(s):  
Edward A. Silver ◽  
Suzanne Lane
Keyword(s):  
Mathematics Instruction

“State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction

2020 ◽  
Author(s):  
Corey Peltier ◽  
Tiffany K Peltier ◽  
Taylor Werthen ◽  
Andy Heuer
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Mathematics Instruction ◽  
State Standards ◽  
Early Childhood Educators ◽  
Future Research ◽  
Exceptional Children ◽  
What Works ◽  
What Works Clearinghouse

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.

scholarly journals Individual and situational factors related to undergraduate mathematics instruction

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Estrella Johnson ◽  
Rachel Keller ◽  
Valerie Peterson ◽  
Timothy Fukawa-Connelly
Keyword(s):  
Mathematics Instruction ◽  
Situational Factors ◽  
Undergraduate Mathematics

The Role of Situational Context in High School Teachers Use of Graphing Calculator in Mathematics Instruction

2016 ◽  
Vol 6 (2) ◽  
pp. 29-45
Author(s):  
Francis Nzuki
Keyword(s):  
Mathematics Instruction ◽  
Graphing Calculators ◽  
Graphing Calculator ◽  
Structured Interviews ◽  
Equity Issues ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Mediating Tools ◽  
Student Subject

By taking into consideration the significance of the socio-economic contexts, this research investigates teachers' perceptions of the role of graphing calculators, as mediating tools, to help facilitate mathematics instruction of students from two different SES backgrounds. The main source of data are in-depth semi-structured interviews with four teachers, two from each SES school. In general, the participants' perceptions of the role of the graphing calculator were dependent on the context within which it was used. Also, the participants played a crucial role in determining the nature of graphing calculator use with the low-SES school's participants appearing not to involve their students in lessons that capitalized on the powerful characteristics of graphing calculators. To tease out the role of the situation context, a four-component framework was conceptualized consisting of teacher, student, subject matter, and graphing calculator use. The components of the framework were taken to be continuously in interaction with one another implying that a change or perturbation in one of the components affected all the other components. The continuous interactions of the components of this framework suggest that equity issues in connection to the nature of graphing calculator use should be an ongoing process that is continuously locating strategies that will afford all students appropriate access and use of graphing calculators.

Theorizing mathematics instruction using ritual: tensions in teaching fractions in a fifth grade classroom

2017 ◽  
Vol 101 (2) ◽  
pp. 195-213 ◽  
Author(s):  
Andrea McCloskey ◽  
Gwendolyn Lloyd ◽  
Courtney Lynch
Keyword(s):  
Mathematics Instruction ◽  
Fifth Grade ◽  
Teaching Fractions ◽  
Grade Classroom

Students’ coping with the self-regulatory demand of crisis-driven digitalization in university mathematics instruction: do motivational and emotional orientations make a difference?

2021 ◽  
Vol 120 ◽  
pp. 106732
Author(s):  
Frank Reinhold ◽  
Christian Schons ◽  
Sarah Scheuerer ◽  
Peter Gritzmann ◽  
Jürgen Richter-Gebert ◽  
...  
Keyword(s):  
Mathematics Instruction ◽  
The Self ◽  
University Mathematics

Exploring Colleagues’ Professional Influence on Mathematics Teachers’ Learning

2014 ◽  
Vol 116 (6) ◽  
pp. 1-30 ◽  
Author(s):  
Min Sun ◽  
Anne Garrison Wilhelm ◽  
Christine J. Larson ◽  
Kenneth A. Frank
Keyword(s):  
Middle School ◽  
Teacher Learning ◽  
Instructional Practices ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Mathematical Knowledge For Teaching ◽  
Sensitivity Analyses ◽  
National Council ◽  
School Factors ◽  
Instructional Coaches

Background/Context This article contributes to the literature on how teachers learn on the job and how schools and districts can support teacher learning to improve student learning and incorporate changing standards and curricular materials into instructional practices. The findings in this study are relevant to the implementation of ambitious mathematics instruction reform through changing teachers’ knowledge and instructional practices. Focus of Study This study examines how middle school teachers’ networks influence their mathematical knowledge for teaching (MKT) and instructional practices. We also examined how mathematics coaches’ expertise, in the form of MKT, plays a role in augmenting the extent to which teachers learn through interacting with close colleagues. Research Design The article draws on data from a larger NSF-funded study in four large, urban districts that responded to accountability pressures by attempting to implement ambitious mathematics instruction aligned with the recommendations of the National Council of Teachers of Mathematics (NCTM) and by supporting implementation with a significant investment in teacher learning. The analysis in this paper involves 89 focal participants who were middle school mathematics teachers in 29 schools, the focal participants’ close colleagues, and their instructional coaches. Measures include mathematics teachers’ professional networks, MKT, classroom practices, individual background characteristics, and school factors. We used hierarchical linear models with cross-level interaction effects and in-depth sensitivity analyses of the effects of close colleagues and coaches. Findings/Results Our results show that changes in teachers’ instructional practice were positively related to their access to instructional expertise through interactions with close colleagues. But, we did not find a similar significant relationship between changes in teachers’ MKT and access to their close colleagues’ MKT expertise. Rather, coaches’ MKT expertise positively moderated the extent to which teachers learned MKT from their close colleagues through seeking advice on teaching mathematics; that is, having an expert coach in the school enhanced the MKT learning opportunities that teachers had from interacting with close colleagues. Conclusions/Recommendations Results from this study shed light on how to support teachers’ on-the-job learning and successfully implement ambitious instructional reforms in schools. It is important for schools and districts to consider ways to encourage the development of teacher networks that can promote instructional changes. For example, schools and districts can purposely provide common planning time and common workspaces that facilitate sharing expertise among teachers. They can also support teachers with instructional coaches who have content expertise and know how to facilitate interactions among teachers.

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