Mathematical communication in first grade elementary mathematics classrooms: A case study

This chapter provides an overview of interactive remote clickers and how they can be used in an elementary school classroom as a tool for formative assessment in mathematics. The authors share the perspective of a university professor, two teachers, and an elementary school student about the benefits of these types of devices in mathematics classrooms. To this end, they present two vignettes from two fourth grade classrooms and findings from an exploratory study that examined the influence of clickers on teaching and learning in classrooms. Implications and recommendations for using these devices in elementary mathematics classrooms are also provided.

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Teachers' Perspectives Using the Instructional Quality Assessment as a Professional Development Tool

Handbook of Research on Educator Preparation and Professional Learning - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-8583-1.ch004 ◽

2019 ◽

pp. 41-58

Author(s):

Amber Grace Candela

Keyword(s):

Professional Development ◽

Quality Assessment ◽

Instructional Practices ◽

Mathematics Teachers ◽

Instructional Quality ◽

Mathematics Classrooms ◽

Development Tool ◽

Teachers Perspectives ◽

Cognitively Demanding Tasks

This chapter will provide readers with an overview of professional development created and enacted to support teachers' selection and implementation of cognitively demanding tasks using the Instructional Quality Assessment as the professional development tool. This case study seeks to give voice to mathematics teachers in third through eighth grades who participated in the professional development as they share their perspectives on using the instructional quality assessment rubrics and structure of professional development. The goal of this chapter is to provide an overview of the structure of the professional development, and share the aspects of the professional development the teachers identified as supportive or a hindrance when planning and implementing tasks in their mathematics classrooms. With this information, the article concludes by discussing ideas for future professional development aimed at providing teachers with instructional practices to incorporate into classrooms.

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Jen's Story

Identifying, Describing, and Developing Teachers Who Are Gifted and Talented - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-5879-8.ch012 ◽

2019 ◽

pp. 123-133

Author(s):

Chiu-Yin Wong ◽

Wendy A. Harriott

Keyword(s):

English Language Learners ◽

Language Learners ◽

Gifted And Talented ◽

English Language ◽

First Grade ◽

Case Study Method ◽

Grade Teacher ◽

Depth Interview ◽

Talented Students

This chapter describes the experiences of a first grade teacher who was classified as gifted and talented during her school years. Currently, she teaches classes with a diverse group of students (e.g., English language learners, gifted and talented students). Adopting a qualitative case study method, the authors conducted an in-depth interview with the teacher and share her story related to how her giftedness affects and enhances her professional work as an educator. Further, this chapter illustrates the teacher's story related to her personal interactions and relationships. Finally, based on the literature, implications for other educators who are gifted and talented are discussed.

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Evolving Pedagogy and Practice

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch092 ◽

2016 ◽

pp. 2005-2033

Author(s):

Susan Hennessey ◽

Mark W. Olofson ◽

Meredith J. C. Swallow ◽

John M. Downes

Keyword(s):

Professional Development ◽

Action Research ◽

Professional Growth ◽

Development Programs ◽

Evaluation Tool ◽

Teacher Pedagogy ◽

Mathematics Classrooms ◽

Multiple Case ◽

Reflective Evaluation

This chapter presents qualitative research describing the pedagogy of middle grades mathematics teachers who participated in professional development in conjunction with classroom integration of 1:1 technology. Through a multiple-case study design, the expression and development of teacher pedagogy that occurred as teachers created self-designed action research projects grounded in pedagogical goals is illustrated. The use of action research in these four case studies as a vehicle for professional growth and as a reflective evaluation tool is discussed. When viewed through the lens of the TPACK framework (Mishra & Koehler, 2006), data suggest a technology-mediated shift in pedagogy in the area of differentiation in instruction and assessment in mathematics classrooms. Future implications regarding technology integration, professional development programs, and the use of the TPACK as a descriptive tool are considered.

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Visual Literacy and Young Learners

Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-2722-1.ch010 ◽

2020 ◽

pp. 190-208

Author(s):

Hilde Tørnby

Keyword(s):

Visual Literacy ◽

First Grade ◽

Learning And Development ◽

Visual Texts ◽

Written Text ◽

Distinct Sense ◽

Visual Text ◽

The Impact ◽

Grade Classroom

This chapter explores visual literacy from theoretical and practical perspectives. Ideas of what is meant by visual literacy and why this is important are presented through a selection of studies. The impact that visual literacy may have on students' learning and development is further elaborated. A case study from a Norwegian first-grade classroom is included to shed light on the ways in which visual work in the classroom can be implemented. In addition, exemplars of students' written verbal and visual texts are thoroughly examined. A tendency in the material is that the illustrations are detailed and elaborate, and carry a distinct sense of the written text. Hence, the visual text may be understood as the more important text and may be vital in a child's literacy development.

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Evolving Pedagogy and Practice

Teacher Education ◽

10.4018/978-1-5225-0164-0.ch071 ◽

2016 ◽

pp. 1457-1485

Author(s):

Susan Hennessey ◽

Mark W. Olofson ◽

Meredith J. C. Swallow ◽

John M. Downes

Keyword(s):

Professional Development ◽

Action Research ◽

Professional Growth ◽

Development Programs ◽

Evaluation Tool ◽

Teacher Pedagogy ◽

Mathematics Classrooms ◽

Multiple Case ◽

Reflective Evaluation

This chapter presents qualitative research describing the pedagogy of middle grades mathematics teachers who participated in professional development in conjunction with classroom integration of 1:1 technology. Through a multiple-case study design, the expression and development of teacher pedagogy that occurred as teachers created self-designed action research projects grounded in pedagogical goals is illustrated. The use of action research in these four case studies as a vehicle for professional growth and as a reflective evaluation tool is discussed. When viewed through the lens of the TPACK framework (Mishra & Koehler, 2006), data suggest a technology-mediated shift in pedagogy in the area of differentiation in instruction and assessment in mathematics classrooms. Future implications regarding technology integration, professional development programs, and the use of the TPACK as a descriptive tool are considered.

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Concreteness Fading Strategy: A Promising and Sustainable Instructional Model in Mathematics Classrooms

Sustainability ◽

10.3390/su12062211 ◽

2020 ◽

Vol 12 (6) ◽

pp. 2211 ◽

Cited By ~ 1

Author(s):

Hee-jeong Kim

Keyword(s):

Instructional Strategies ◽

Conceptual Understanding ◽

National Curriculum ◽

Instructional Model ◽

Abstract Concepts ◽

Mathematics Classrooms ◽

Study Support ◽

Principles And Standards ◽

Concreteness Fading

Conceptual understanding has been emphasized in the national curriculum and principles and standards across nations as it is the key in mathematical learning. However, mathematics instruction in classrooms often relies on rote memorization of mathematical rules and formulae without conceptual connections. This study considers the concreteness fading instruction strategy—starting with physical activities with manipulatives and gradually fading concreteness to access abstract concepts and representations—as a promising and sustainable instructional model for supporting students in accessing conceptual understanding in mathematics classrooms. The results from the case study support the validity of the concreteness fading framework in providing specific instructional strategies in each phase of concept development. This study implies the development of sustainable teacher education and professional development by providing specific instructional strategies for conceptual understanding.

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