Implementing the practice of looking for and making use of structure differs when addressing statistics content standards compared with mathematics content standards. Read about suggestions for tuning out noise in data to teach SMP 7 in statistics.
Stephanie A. Casey and Jonathan D. Bostic
Patricia F. Campbell, Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, Toya Jones Frank, Matthew J. Griffin, and Youyoung Choi
This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.
Shiv Karunakaran, Ben Freeburn, Nursen Konuk, and Fran Arbaugh
Preservice mathematics teachers are entrusted with developing their future students' interest in and ability to do mathematics effectively. Various policy documents place an importance on being able to reason about and prove mathematical claims. However, it is not enough for these preservice teachers, and their future students, to have a narrow focus on only one type of proof (demonstration proof), as opposed to other forms of proof, such as generic example proofs or pictorial proofs. This article examines the effectiveness of a course on reasoning and proving on preservice teachers' awareness of and abilities to recognize and construct generic example proofs. The findings support assertions that such a course can and does change preservice teachers' capability with generic example proofs.
Jane-Jane Lo and Yi-Yin Ko
Develop mathematical knowledge by analyzing common student errors and discussing arithmetic, algebraic, and pictorial reasoning.
Peter M. Eley, Kelly J. Charles, and Latonya L. Leeks
Classroom observation presents evidence that using meaningful data and exciting presentations can help strengthen student interest in STEM fields.
Lisa A. Dieker, Michelle Stephan, and Jennifer Smith
A conceptual framework can show a general education and a special education teacher how to team teach so that a range of students can learn together in today's classroom.
Randall E. Groth and Anna E. Bargagliotti
Two recent sets of guidelines that intersect statistics and complement each other can be used to plot an orderly progression of study.
David Rock and Mary K. Porter
A monthly set of problems is aimed at a variety of ability levels.