In this article, I share a design-based research intervention meant to help mathematics district leaders build their capacity to engage with research quality. I present my design (i.e., principles, key features, and intervention structure) and elaborate on how the features of the design allowed for mathematics district leaders’ sensemaking of educational research quality, especially regarding the process for collecting data and research implications. I conclude with recommendations for mathematics teacher educators on how they might adapt my design to their contexts.
Designing for Sensemaking of Research: The Mathematics District Leader Research Group
F. Paul Wonsavage
“Mathematics: The Universal Language?”
Sharon B. Hoffert and Introduction by: Candies Cook
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.
Translanguaging Pedagogy in Elementary Mathematics
Tara M. Willging and Luciana C. de Oliveira
A monolingual English-speaking teacher reflects on her experiences practicing a translanguaging stance in first grade with two multilingual learners and provides a set of guiding principles.
Building Coherence and Progression on Sound Frameworks
Travis Lemon and Scott Hendrickson
A robust framework can support teachers and their students’ learning.
Teaching Is a Journey: Advice for a New Teacher
This department provides a space for current and past PK-12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Deanna Pecaski McLennan
Student Engagement with the “Into Math Graph" Tool
Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton
We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.