This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent–teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children’s strengths rather than traditional measures of achievement and skill.
Crystal Kalinec-Craig, Emily P. Bonner, and Traci Kelley
LouAnn H. Lovin
Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.
Tracy E. Dobie and Miriam Gamoran Sherin
Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.
Julie M. Amador, David Glassmeyer, and Aaron Brakoniecki
This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.
Zachary A. Stepp
“It's a YouTube World” (Schaffhauser, 2017), and educators are using digital tools to enhance student learning now more than ever before. The research question scholars need to explore is “what makes an effective instructional video?”.
Erell Germia and Nicole Panorkou
We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.
Karen S. Karp, Sarah B. Bush, and Barbara J. Dougherty
Try these meaningful alternative approaches to helping students make sense of word problems.
Math is so much more than numbers.
Stefanie D. Livers, Kristin E. Harbour, and Lindsey Fowler
In our attempts to make a concept easier, we may hinder student learning.
Laurie Speranzo and Erik Tillema
Specific teacher moves and lesson planning can facilitate student empowerment in the middle school classroom.