Tools, Evidence, and Implications: Weighing Issues of Scale in Describing an Intervention

Author:
Michael D. Steele National Science Foundation, Alexandria, VA

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Caroline S. Gneiting Brigham Young University, Provo, UT

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Kate R. Johnson Brigham Young University, Provo, UT

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Volume/Issue:
Volume 11: Issue 2
Page(s):
71–75
DOI:
https://doi.org/10.5951/MTE.2022.0054
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Previous MTE editorials have focused on the nature of evidence and how it relates to the claims we make, the nature of our tools, and the nature of the contributions to the shared knowledge base. In this editorial, we draw on these perspectives and MTE articles to discuss how we might think about aligning the tools we wish to share, the evidence related to the tool's efficacy, and the implications for aspects of mathematics teacher education.

Contributor Notes

Michael D. Steele, National Science Foundation, Alexandria, VA 22314; mike@steelemathed.com

Caroline S. Gneiting, Brigham Young University, Provo, UT 84602; caroline.gneiting@gmail.com

Kate R. Johnson, Brigham Young University, Provo, UT 84602; johnson@mathed.byu.edu

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2023
Page Count:
5
Article Category:
Research Article
Print Publication Date:
01 Feb 2023
Online Publication Date:
01 Feb 2023
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