By having students practice constructing diagrams for geometric theorems, teachers can develop students' understanding of mathematical claims, vocabulary, and notation methods. This practice can also strengthen students' ability to interpret mathematical diagrams and recognize their limitations.
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Kimberly A. Conner
Jennifer N. Lovett, Allison W. McCulloch, Lara K. Dick and Charity Cayton
In this article, we present a set of design principles to guide the development of instructional materials aimed to support preservice secondary mathematics teachers (PSMTs) examining student practices in technology-mediated environments. To develop design principles, we drew on the literature related to technological pedagogical content knowledge (TPACK; Niess, 2005), video cases as learning objects (Sherin & van Es, 2005), and professional noticing (Jacobs, et al., 2010). After presenting the design principles, we share a task created using these design principles. Finally, we share PSMTs’ reflections about changes in their own understanding after examining students’ practices. Their responses provide insights into the usefulness of the design principles for deepening PSMTs’ mathematical knowledge and knowledge of students’ understanding, thinking, and learning with technology.
Clayton M. Edwards and Rebecca R. Robichaux-Davis
This manuscript will highlight MTLT's digital first philosophy, which is not just an add-on to the mathematics, but a partner, working hand in hand with the mathematics to enhance the experience.
Stephanie Casey and Joel Amidon
Developing expertise in professional noticing of students’ mathematical thinking takes time and meaningful learning experiences. We used the LessonSketch platform to create a learning experience for secondary preservice teachers (PSTs) involving an approximation of teaching practice to formatively assess PSTs’ noticing skills of students’ mathematical thinking. Our study showed that approximations of teaching practice embedded within platforms like LessonSketch can enable mathematics teacher educators (MTEs) to carry out effective formative assessment of PSTs’ professional noticing of students’ mathematical thinking that is meaningful for both PSTs and MTEs. The experience itself as well as its design features and framework used with the assessment can be applied in the work of MTEs who develop teachers’ professional noticing skills of students’ mathematical thinking.
Samuel Otten, Wenmin Zhao, Zandra de Araujo and Milan Sherman
Teachers who are flipping instruction face the challenging task of selecting or creating high-quality videos for their students. This article presents a framework for evaluating videos and describes the benefits of including interactive features and considering options beyond lecture videos.
Amber G. Candela and Zandra de Araujo
In this growing problem solvers article, readers explore their impact on the environment with their use of straws through measurement and geometry. The sequence of tasks spans grades P-12 and we invite readers to explore real world contexts with mathematics.
The Hook-Line-Sinker eBook aims to utilise rich tasks as the core learning in mathematics rather than a selection of “one-hit-wonders”. The featured resources intend to provide teachers with a starting point for sparking student curiosity, developing the need to learn, and consolidating learning in multiple ways.
Dawn M. Woods and Anne Garrison Wilhelm
This study investigates how the exploration phase of the teacher learning cycle provides 11 novice mathematics teachers with the opportunity to learn about the high-leverage practice of launching a complex task. Findings suggest that the exploration phase of the teacher learning cycle provides novice teachers with opportunities to reflect on how to launch a complex task within the context of their own instructional practice. Because of this opportunity to deeply consider the pedagogical resource and reflect on it, novice teachers’ instructional visions were a filter through which they interpreted key instructional strategies offered up during the exploration phase of the teacher learning cycle. Further, the authors discuss three key takeaways for teacher educators who are attempting to implement the teacher learning cycle into their teacher education coursework.
Maci C. Nelson
As educators, we can attest to how students are the best litmus test for the relevance of our subject matter. To close the gap between an abstract idea or the means to a good grade, we must contextualize our teaching within the issues most prevalent in our students' minds.
Nicole M. Wessman-Enzinger and Kristina M. Hofer
This article highlights the importance of re-defining units unconventionally with fractions. We provide three examples of tasks Grade 5 students engaged in; we highlight the creative ways that they flexibly re-defined units and engaged deeply with fractions. We offer suggestions for supporting unconventional units for promoting conceptual understanding of fractions.