Research, Reflection, Practice: Addressing the Needs of Struggling Learners

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  • 1 Department of Elementary and Early Childhood Education at Queens College/CUNY in New York City.

When research leads to changes in practice, the theory-practice link is strengthened. However, at times, teachers find it difficult to link educational research to their everyday practice in teaching mathematics. It is with a certain pleasure, then, that I bring you an example of how participation in a research study stimulated a kindergarten teacher to act as a teacher-leader for her grade level. She initiated a project in support of the development of the mathematical thinking of some of the children that kindergarten teachers identified as struggling with mathematics. Their story demonstrates how participation in research provides a platform from which teachers can expand their mathematical teaching practice to support learners, in this case, struggling learners of mathematics.

Footnotes

Mary Q. Foote is interested in issues of equity and diversity in mathematics education and is dedicated to supporting elementary school teachers in their quest to teach mathematics well to all students.

Edited by Cindy Langrall, Langrall@ilstu.edu, a professor in the mathematics department at Illinois State University, Normal, IL 61790-4520. “Research, Reflection, Practice” describes research and demonstrates its importance to practicing classroom teachers. Readers are encouraged to send manuscripts appropriate for this section by accessing tcm.msubmit.net. Manuscripts should be eight to ten doubled-spaced typed pages.

Contributor Notes

Teaching Children Mathematics

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