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Research publication and design trends in mathematics‐specific teacher leadership: A systematic review School Science and Mathematics Pub Date : 2024-04-15 Courtney K. Baker, Stefanie D. Livers, Margret A. Hjalmarson, Evthokia Stephanie Saclarides, Kristin E. Harbour, KimAnn Brown
Mathematics teacher leadership is promising, yet complex work, and research interest in this form of leadership is on the rise. This systematic review takes stock of the current research landscape on mathematics teacher leadership, specifically mathematics specialists as teacher leaders (MSTLs), and approaches the questions: (1) What are the historical publication trends for MSTLs? and (2) What are
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STEM teacher advocate identity in the United States School Science and Mathematics Pub Date : 2024-04-12 Rebecca L. Hite, Jeffrey D. Milbourne
Research indicates that possession of a robust teacher identity reduces attrition from the classroom and improves retention in the teaching profession, which is nuanced by intersectional angles of gender, race, profession, and one's own perceptions. Emerging research suggests that teacher engagement in advocacy activities is also a vital component of retention, particularly among teachers of Science
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Validity evidence of the use of quantitative measures of students in elementary mathematics education School Science and Mathematics Pub Date : 2024-04-11 Marsha Ing, Karl W. Kosko, Cindy Jong, Jeffrey C. Shih
Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes
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Designing an observation protocol for professional development providers and mentors working with scientific inquiry‐supported classroom settings School Science and Mathematics Pub Date : 2024-04-10 Ayse Oguz Unver, Hasan Zuhtu Okulu, Onur Bektas, Yasemin Ozdem Yilmaz, Nilay Muslu, Burcu Senler, Sertac Arabacioglu
Several observation protocols in different theoretical frameworks and components have been designed and validated by teacher trainers and professional development providers to capture and categorize observational data on the characteristics and level of inquiry in science practices. However, certain constraints limit their wide use, such as the neglect of certain indicators of scientific inquiry, the
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Algebra story problem: The nature of students' obstacles School Science and Mathematics Pub Date : 2024-04-10 Kwaku Adu‐Gyamfi, Kayla Chandler, Anthony Thompson
The challenge posed by algebra story problems creates a significant hurdle for many students, transcending both the mathematical content of the problem and the specific instructional background received. This study offers a distinctive contribution to the existing literature by focusing on the cognitive conditions essential for comprehension in mathematics, aiming to identify obstacles to comprehension
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Mathematical practices are everywhere: The intersections of pre‐service teacher claims, non‐mathematics‐education faculty claims, and observable actions School Science and Mathematics Pub Date : 2024-03-29 Mary Elizabeth R. Lloyd
Mathematics traditionally has been taught in a way that reifies the cultural belief that it is discrete in nature and, therefore, irrelevant to other content areas and the real world. National Council of Teachers of Mathematics, inclusive of mathematics teacher educators, views this belief as unproductive to learning and has stressed the need for students to make connections between mathematical content
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Elementary preservice teachers' engagement in a life science‐oriented engineering design task promotes their knowledge of life science and engineering assessment School Science and Mathematics Pub Date : 2024-03-27 Jenna Gist, Jeffrey Radloff, Gina Zaccagnini
CONFLICT OF INTEREST STATEMENT The authors declare no conflicts of interest.
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Demystifying math myths: Examining rules that expire School Science and Mathematics Pub Date : 2024-03-26 Amy Ray, Julie Herron
In our mathematics methods courses for elementary preservice teachers, we work to uncover and confront students' understandings as well as misconceptions about important mathematical topics. Karp and colleagues' (Teaching Children Mathematics, 21(1), 18–25) “13 Rules That Expire” article has been a useful resource for us to highlight and challenge students' mathematical misconceptions. In this article
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Characterizing elementary students' authentic navigation through an engineering design task using a design space lens School Science and Mathematics Pub Date : 2024-03-26 Tejaswini Dalvi, Kristen Wendell
Insights on students' own authentic design practices—nascent design practices without much adult guidance—are crucial to informing responsive facilitation of engineering design tasks. This study unpacks how elementary students interpret teacher given information about a design task, and interact with each other and given resources, to traverse a design trajectory with limited adult intervention. We
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Gender, teacher, and school characteristics as predictors of advanced placement physics performance School Science and Mathematics Pub Date : 2024-03-22 Robert Krakehl, Angela M. Kelly, Puneet Khosla
Advanced placement (AP) physics performance is an important metric for examining precollege student preparation for post‐secondary study. The present study examined potential predictors of AP Physics 1 performance including gender, teacher, and school‐level characteristics. A theoretical framework proposed teacher preparation and experiential variables are predictive of student outcomes, in addition
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What they notice in photographs: A study of preservice teachers' noticing in a formative assessment cycle School Science and Mathematics Pub Date : 2024-03-06 Sarah Roller Dyess, Katherine Ariemma Marin, Elizabeth Petit Cunningham
Noticing is an essential skill for all teachers of mathematics. Mathematics teacher educators have utilized a variety of tools to practice and develop preservice teachers' (PSTs') ability to notice, which we extend to include photographs and learning trajectories. This article explores PSTs' noticing skills by analyzing work samples from a methods course assignment that examined teacher noticing and
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A roadmap for virtual professional learning: Bringing inquiry science practices to life through teacher professional community School Science and Mathematics Pub Date : 2024-02-27 Sarah Haavind
According to the Next Generation Science Standards, three-dimensional teaching challenges educators to adopt an inquiry approach through science and engineering practices aligned with disciplinary core ideas and crosscutting concepts. Few teachers today feel confident in their ability to orchestrate such lessons. Teaching inquiry science takes time and hard work. It also requires collaborative professional
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Integrating computational thinking in elementary STEM using the engineering design process School Science and Mathematics Pub Date : 2024-02-21 Terrie M. Galanti, Nancy M. Holincheck
Model-eliciting activities (MEAs) challenge students to interpret a problem and collaboratively create solutions using the engineering design process. This Innovation to Practice article describes how science, technology, engineering, and mathematics (STEM) teacher educators can use MEAs to build elementary teachers' understanding of computational thinking (CT). Our Countdown Timer MEA is aligned with
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Preservice teachers' mathematical knowledge for teaching: Focus on lesson planning and reflection School Science and Mathematics Pub Date : 2024-02-22 Bima Sapkota, Amanda Huffman Hayes
Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs’ practices, we operationalized six MKT subdomains in terms of approximations of practice. We used that operationalization to investigate
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The effect of epistemic beliefs and emotions on students' attitudes toward genetically modified foods School Science and Mathematics Pub Date : 2024-02-22 David A. Lee, Jillian Wendt, Michelle Barthlow
A large body of research literature has explored socio‐scientific issues (SSIs) in science teaching and learning, documenting the impact of epistemic beliefs on epistemic emotion, which influences student's reactions to complex scientific topics. Often, students' reactions reflect scientific misconceptions, the correction of which may result in emotional and attitudinal changes. However, research has
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The effects of science inquiry on engagement for elementary students with disabilities School Science and Mathematics Pub Date : 2024-02-19 Jonte C. Taylor, James D. Stocker, Starlette M. Sharp, William Therrien, Brian Hand
Students with disabilities (SWD) have consistently been excluded in science in science classrooms. As inquiry‐based instruction is the preferred method of science instruction, finding the best ways to teach using inquiry as an inclusive methodology is essential. The Science Writing Heuristic (SWH) is an argument‐based inquiry approach that has shown to be successful for SWD. The current study examines
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Teaching computational thinking in grade school requires “just right” individual teacher support School Science and Mathematics Pub Date : 2024-02-14 Anica Miller-Rushing, Alexandria Brasili
In-service teachers implementing a science, technology, engineering, and math (STEM) curriculum centered on computational thinking (CT) work with unique content and pedagogical experiences. Understanding how curriculum design and teacher professional development affect curriculum implementation can help researchers understand the critical aspects of supporting the teacher in “just right” ways to learn
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Balancing disciplinary and integrated learning: How exemplary STEM teachers negotiate tensions of practice School Science and Mathematics Pub Date : 2024-02-13 Michelle Dubek, Nathan Rickey, Christopher DeLuca
Integrated STEM education within North America has become a popular pedagogy; however, teachers identify challenges that arise when planning for and implementing integrated STEM education. These challenges may threaten STEM teachers' capacity to balance disciplinary and integrated learning, a core feature of effective STEM education. The purpose of this study was to investigate how exemplary STEM teachers
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STEM role models for students with disabilities: A systematic review highlighting recommendations for the classroom and future research School Science and Mathematics Pub Date : 2024-02-13 Shannon Locke, Jessica Rodrigues, Lindsey G. Mirielli
Multiple learning theories encourage the use of role models within K-12 settings and have guided research on role model representation to diversify the pursuit of science, technology, engineering, and mathematics (STEM) fields. Research has been clear on benefits of using role models, primarily focused on promoting gender and racial/ethnic diversity. Yet a critical need that has received less attention
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Semantic structure and problem posing: Preservice teachers' experience School Science and Mathematics Pub Date : 2024-02-13 Julia E. Calabrese, Mary Margaret Capraro, Radhika Viruru
Despite problem posing's prominence in mathematics education research, its implementation in classrooms is limited. Therefore, teacher educators should incorporate problem posing tasks into preparation programs to help prospective teachers gain confidence in their abilities. One approach to teaching problem posing includes providing examples. The Common Core State Standards Initiative provides taxonomies
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Exploring inquiry-based STEM in preschool: The treehouse project School Science and Mathematics Pub Date : 2024-02-12 Victoria Damjanovic, Jennifer Ward
Integrating STEM (science, technology, engineering, and mathematics) in authentic ways is often overlooked in early childhood spaces, despite young children having the ability to engage with the world around them through STEM practices. This piece showcases the work of children in a prekindergarten classroom as they explored an integrated STEM unit centering around the construction of a treehouse on
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Challenges and supports for secondary science and mathematics teacher retention School Science and Mathematics Pub Date : 2024-02-12 Christine Lotter, Jennifer Crooks-Monastra, Greysi Irdam, Jan A. Yow
More research related to effective ways to support and retain teachers in the teaching profession is necessary as the need for science and mathematics teachers continues to grow. Understanding how teachers perceive challenges and experience support early in their career can contribute to building environments which foster teacher retention. This mixed-method study explored the influences on the self-efficacy
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DisCrit noticing: Theorizing at the intersections of race and ability in mathematics education School Science and Mathematics Pub Date : 2023-11-30 Cathery Yeh
While there is increased attention to power, privilege, and access in mathematics education, conversations around race and disability are often left out of the conversation. Disability in mathematics continues to be studied with a lens that focuses on behavior, rather than attending to the situated and sociopolitical context in which teaching and learning takes place. This paper specifically calls
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Secondary prospective mathematics teachers learning to notice: The need for a dual perspective of teaching School Science and Mathematics Pub Date : 2023-11-30 Dawn Teuscher, Tenille Cannon, Sharon Christensen
The Association of Mathematics Teacher Educators recommends that well-prepared beginning mathematics teachers apply their understanding of mathematics, curriculum, pedagogy, student learners, and social constructions to facilitate mathematics learning for all students. Using the context of a secondary methods course, where prospective mathematics teachers (PMTs) participate in six teaching cycles of
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Socio-scientific issues instruction for scientific literacy: 5E Framing to enhance teaching practice School Science and Mathematics Pub Date : 2023-11-29 David C. Owens, Troy D. Sadler
Socio-scientific issues (SSI) instruction positions the understanding and practice of science in the context of issues that are informed by science but require reasoning about their societal dimensions to respond to those issues effectively. For this reason, instruction in the context of SSI has been considered the gateway to contemporary visions of scientific literacy. SSI instruction is often framed
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Exploring the noticing of science teachers: What teachers' notice and using video to capture teacher knowledge School Science and Mathematics Pub Date : 2023-11-21 Julie A. Luft, Yuxi Huang, Harleen Singh, Hatice Ozen-Tasdemir, Joe DeLuca, Shelby Watson, Elizabeth Ayano, Brooke A. Whitworth
Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors recruited 60 elementary and secondary science teachers, showed them one of two 10-min videos, and recorded and analyzed their comments when watching the videos. The coding focused on
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High school Black girls’ experiences in a STEM after-school program: A qualitative case study School Science and Mathematics Pub Date : 2023-11-20 Miranda Mullins Allen
Due to limited research on Black girls in science education, this study focuses on the forms of capital Black girls cultivated through their participation in a community-based STEM after-school program. The study drew from the interviews and a focus group session of 10 Black girls and investigated their formal and informal experiences in science. Using intersectionality and community cultural wealth
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Faculty perspectives and values toward mathematics and science content information used in teacher preparation admissions processes School Science and Mathematics Pub Date : 2023-11-20 David Slavit, Amy Roth McDuffie, Nicole Griggs, Dan Goldhaber, Roddy Theobald
This qualitative study examines the information collected about applicants to mathematics or science teacher preparation programs (MSTPPs) and how university faculty perceive and value this information in admissions decisions. Based on document review and interviews with MSTPP faculty and admissions directors, we found that broad measures of mathematics and science content background (e.g., achievement
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Teacher noticing: A literature review of mathematics and science teacher noticing conceptualizations School Science and Mathematics Pub Date : 2023-11-16 Tracy L. Weston, Julie M. Amador
We conducted a literature review to describe the conceptual use of noticing in pivotal mathematics and science education publications from 2002 to 2022 by tracing the language and ideas used to describe and study teacher noticing. Results from 12 highly cited or recently written publications indicated substantial differences in the assumptions and orientations of researchers which included: (a) differences
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Preservice teachers’ errors in the creation and extension of sequences using color tiles: An exploratory study School Science and Mathematics Pub Date : 2023-11-16 Terri L. Kurz, Mi Yeon Lee
Recognizing, building, describing, extending, and analyzing patterns are key components of algebraic reasoning. Oftentimes pattern-based instruction is used to support the understanding of functions and variables. In this study, elementary preservice teachers (n = 23) were asked to explore, extend, explain, create equations for, and analyze linear, geometric, and quadratic integer patterns using color
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Using teacher and student noticing to understand engagement in secondary mathematics lessons School Science and Mathematics Pub Date : 2023-11-13 Amanda Mohammad Mirzaei, Amanda Jansen, Lorna Headrick, James Middleton
We investigated what high school mathematics teachers and their students noticed about students’ mathematical engagement to develop a framework for teachers’ and students’ noticing of mathematical engagement. This framework offers clarity about the complexity of engagement, and it includes three elements: evaluations of the valence of engagement (whether students were engaged or disengaged), descriptions
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The Task and Goal Alignment Rubric: A tool for assessing the alignment of mathematical tasks and goals School Science and Mathematics Pub Date : 2023-11-11 Jenna Menke
Mathematics education researchers suggest that it is important for teachers to select mathematics tasks that align with their goals for students; however, this can be challenging as there are many facets of alignment to consider. In this article, I present a rubric that details the alignment between tasks and learning goals. This rubric was developed by adapting the Achieve protocol and making modifications
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Preparing preservice mathematics teachers to teach for social justice School Science and Mathematics Pub Date : 2023-11-09 Jodie Cahill, Jonathan D. Bostic
This study describes preservice teachers' beliefs about teaching mathematics for social justice (TMSJ) after experiencing a two-part professional development (PD) workshop on the subject. The research question is: To what degree does a PD experience, designed by a preservice teacher, influence preservice teachers' beliefs about TMSJ? The lead author is a preservice teacher who designed and enacted
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Interpreting prospective teachers' responses to inequities in a written vignette: A plan for action School Science and Mathematics Pub Date : 2023-11-08 Christa Jackson, Kelley Woolford Buchheister, Cynthia E. Taylor
To develop an equity-centered orientation in teacher education programs, it is essential teacher educators recognize what prospective teachers attend to in classroom events and how they relate these events to mathematics instruction. In this study, we conceptualize the Equity Noticing Framework and use it as an analytic tool to examine what prospective teachers notice in a classroom vignette focused
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Prospective science teachers' noticing: An exploration in an authentic practical context School Science and Mathematics Pub Date : 2023-10-25 Lu Wang, J. Steve Oliver
Although research demonstrates the key roles practical experiences play in teachers' learning to notice, few studies have examined teacher noticing in practical contexts. This study addresses the gap by exploring prospective science teachers' (PSTs) noticing in an authentic practical setting afforded through a school-based practicum associated with a block of site-based science methods and curriculum
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A framework to support teacher noticing of students' mathematical thinking in technology-mediated environments School Science and Mathematics Pub Date : 2023-10-23 Allison W. McCulloch, Lara K. Dick, Jennifer N. Lovett
The practice of teacher noticing students' mathematical thinking often includes three interrelated components: attending to students' strategies, interpreting students' understandings, and deciding how to respond on the basis of students' understanding. This practice gains complexity in technology-mediated environments (i.e., using technology-enhanced math tasks) because it requires attending to and
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Middle school students' development of an understanding of the concept of function using an applet with no algebraic representations School Science and Mathematics Pub Date : 2023-10-23 Michael S. Meagher, Jennifer N. Lovett, Allison W. McCulloch
Middle school students (n = 144) worked with an applet specially designed to introduce the concept of function without using algebraic representations. The purpose of the study was to examine whether the applet would help students understand function as a relationship between a set of inputs and a set of outputs and to begin to develop a definition of function based on that relationship. Results indicate
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Framing, responsiveness, serviceability, and normativity: Categories of perception teachers use to relate to students' mathematical contributions in problem-based lessons School Science and Mathematics Pub Date : 2023-10-23 Patricio Herbst, Amanda Brown, Daniel Chazan, Nicolas Boileau, Irma Stevens
We contribute to the understanding of teacher noticing by focusing on what a teacher may notice in students' mathematical contributions in the context of problem-based lessons. Complementing approaches to research on noticing that focus on individual teachers' perceptual, cognitive, or situated skills, this conceptual article offers four categories of perception as examples of affordances available
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Intersections of teacher noticing and culturally sustaining pedagogy: A conceptual framework to inform the design of teacher learning School Science and Mathematics Pub Date : 2023-10-19 Melissa J. Luna, Malayna Bernstein, Janet D. K. Walkoe
Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths for understanding student resources, only some of which are described in the literature. In this article, we offer a conceptual model showing how the theoretical roots related to
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How do students learn definite integrals? Exploring students' learning opportunities School Science and Mathematics Pub Date : 2023-10-19 Dae S. Hong
This study explores calculus students' opportunities to learn the concepts of integral by examining one mathematician's videotaped lessons and the textbook. Results show that both lessons and the textbook introduce important cognitive resources briefly and focus on other units of knowledge. Implications to these results are also discussed.
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“My noticing lens disrupts this narrative”: Preservice mathematics teachers' awareness of the self as noticer School Science and Mathematics Pub Date : 2023-10-17 Ethan Rubin, Elizabeth A. van Es
Teacher noticing has been identified as central to enacting responsive and equitable mathematics instruction. Mathematics teachers' noticing is shaped by institutional and sociopolitical narratives and ideologies that persistently marginalize culturally, socially, linguistically, and neuro-diverse learners. Gaining insight into how one's noticing is related to these narratives can enable a teacher
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Learning from COVID-19: Research education in troubling times School Science and Mathematics Pub Date : 2023-10-16 Michael Coe, David Jones, Anna Kiley, Carolyn Hester, Tony Ward
The United Nations has identified the COVID-19 pandemic as the largest global disruption of education in history. Collaborative and hands-on learning activities in science, technology, engineering, and mathematics were particularly challenging to maintain during this period. Future large-scale disruptions of schools are considered likely, leading to questions about how educators can be better prepared
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Supporting mathematics preservice teachers in noticing for equity School Science and Mathematics Pub Date : 2023-10-15 Melissa Graham, Amy Roth McDuffie
The purpose of this study was to examine mathematics preservice teacher (PST) learning to notice for equity as they participated in an experimental, practice-based methods course. Activities intended to support PST learning included the use of equity-based lenses in video analysis, live lesson observations, and case study analysis. We analyzed PSTs' noticing for equity throughout the course and examined
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Attending to what prospective teachers notice about students' intersecting identities School Science and Mathematics Pub Date : 2023-10-11 Christa Jackson, Kelley Buchheister, Cynthia E. Taylor
To develop an equity-centered orientation in teacher education programs, it is essential to recognize what prospective teachers (PTs) attend to in classroom events and how they relate these events to mathematics instruction. We examined how race-gender intersections of a child (Black boy, Black girl, White boy, and White girl) in a written vignette shape PTs' noticing. Using an intersectional noticing
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Exemplifying the situated nature of teacher noticing: Elementary teachers' use of insider knowledge School Science and Mathematics Pub Date : 2023-10-09 Naomi A. Jessup
Teacher noticing is a crucial aspect of responsive and ambitious mathematics teaching, allowing educators to understand students' mathematical thinking and make informed decisions. However, this noticing is influenced by teachers' insider knowledge (i.e., past and present knowledge and experience with students), which is shaped by societal norms, biases, and expectations, including potentially harmful
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Applying a model of integrated STEM teacher identity to understand change in elementary teachers' STEM self-efficacy and career awareness School Science and Mathematics Pub Date : 2023-10-08 Nancy M. Holincheck, Terrie M. Galanti
This sequential mixed methods study applies a recently published model of integrated science, technology, engineering, and mathematics (STEM) teacher identity to analyze teacher artifacts from a graduate STEM education course for in-service teachers (n = 23). This model captures the complexity of integrating STEM in elementary classrooms as an intertwining of professional teacher identity and STEM
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Double jeopardy? Examining the influence of mathematics tracking on in-school suspensions through an intersectionality framework School Science and Mathematics Pub Date : 2023-10-04 Kristian Edosomwan, John A. Williams
Research has proven that when students are tracked and experience some form of exclusionary discipline, their risk of dropping out of school increases significantly. These effects are compounded for students from low socioeconomic households and students of color. However, there exists a gap in the literature concerning how tracking in specific subjects (mathematics) can influence disciplinary outcomes
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Comparing teacher noticing on paper and pencil and technology tasks School Science and Mathematics Pub Date : 2023-10-04 Kayla Chandler
Work in teacher noticing has captured to what extent teachers notice students' thinking on paper and pencil tasks and technology tasks, yet no one study has considered how the same group of teachers notices across task types. This study used Jacobs et al.'s (Journal for Research in Mathematics Education, 2010, 41(2), pp: 169–202.) professional noticing of students' thinking framework to guide the design
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Preservice teachers equitably attending to and interpreting multilingual students' mathematical thinking School Science and Mathematics Pub Date : 2023-10-04 Jessica L. Jensen, Melissa A. Gallagher, Shaimaa Scrivner, Morgan Love Mitchell
Research indicates that teachers may hold biases against multilingual learners (MLs). However, there is limited research regarding how teachers notice MLs' mathematical thinking. Given the complexity of teacher noticing and multilinguality, the lead researchers developed the Equitably Attending to and Interpreting a Student's Mathematical Thinking (EAST) framework to support preservice teachers' development
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Elementary teachers' self-regulated learning of science subject matter through teaching experience School Science and Mathematics Pub Date : 2023-10-01 Ryan S. Nixon, Leigh K. Smith
Elementary teachers likely have many opportunities to improve their science subject matter knowledge in the context of their everyday work. However, this has not been sufficiently explored in the literature. The purpose of this exploratory study is to investigate teachers' self-regulated learning of science subject matter knowledge as a result of teaching experience. All teachers in this study recognized
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Interactive word walls for 3D learning: Visually representing the NGSS in elementary science methods courses School Science and Mathematics Pub Date : 2023-10-01 Meredith Reinhart
Even though the Next Generation Science Standards (NGSS) were released over a decade ago, science is still infrequently taught in early childhood and elementary classrooms. A lack of teacher confidence due to inadequate content knowledge may be a contributing factor, making access to high-quality elementary science methods courses even more imperative. This article highlights preservice elementary
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Science as a “Special”: Navigating the role of science specialist in urban elementary schools School Science and Mathematics Pub Date : 2023-10-01 Darcy M. Ronan
This ethnography explores the locally defined and culturally negotiated roles and responsibilities of elementary science specialists (ESS) in three New York City schools. Drawing upon interviews with ESS, classroom teachers, and building administrators, this study examines the roles and interactions of ESS with regards to instruction, support, and leadership as analyzed through a distributed leadership
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Role of concept map format and student interest on introductory electrochemistry learning School Science and Mathematics Pub Date : 2023-09-30 Rachel M. Wong, David Alpizar, Olusola O. Adesope, Krista R. A. Nishida
Electrochemistry, a key topic in introductory chemistry, is a topic that many students struggle with conceptually. Visual learning tools like concept maps allow the externalization of key concepts and the relationships between these concepts may aid in students' acquisition and retention of newly learned electrochemistry concepts. Partnering with a general chemistry instructor, this study explored
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Noticing instructional challenges in artifacts of teaching School Science and Mathematics Pub Date : 2023-09-30 Tara Barnhart, Elizabeth A. van Es
This study investigates challenges of enactment teachers notice when analyzing artifacts of teaching in a professional development focused on supporting the enactment of NGSS-aligned modeling instruction. Five secondary science teachers participated in a semester-long video club. Transcripts of the segments of their meetings in which they analyzed artifacts of practice were coded to characterize what
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Spatial configuration of hundreds charts influences children's knowledge of base-ten concepts School Science and Mathematics Pub Date : 2023-06-21 Helena P. Osana, Vera Wagner, Jairo A. Navarrete-Ulloa
The hundreds chart is a valuable tool for teachers in elementary mathematics classrooms. The present study investigated the effects of spatial configurations of virtual hundreds charts on children's knowledge of base-ten concepts. Kindergarten and first-grade students were assigned to three instructional conditions in which they worked with a researcher to solve arithmetic word problems. The charts
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An examination of the human presence in precalculus textbooks: What are we communicating to students about who uses mathematics and how? School Science and Mathematics Pub Date : 2023-06-11 Alison S. Marzocchi, Priscilla M. Martinez, Anthony P. Truong
Women and people of color continue to be underrepresented in science, technology, engineering, and mathematics (STEM), even while STEM fields are faced with recruitment issues and shortages of workers. Mathematics textbooks may be complicit in this issue, with past research indicating that textbooks are not fairly representing women and people of color. Even in instances when representation appears
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Exploring the pedagogical practices of seasoned elementary mathematics teachers and connections with their content knowledge and beliefs School Science and Mathematics Pub Date : 2023-06-12 Susan Swars Auslander, Kayla D. Myers, Gary E. Bingham, Carla L. Tanguay
This inquiry examined the pedagogical practices in mathematics of elementary teachers (N = 27) who had been identified as experienced and successful and were working in an urban school district with underserved student populations. Also investigated were relationships between their instructional practices and other elements of proficient teaching of mathematics, including specialized content knowledge