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.
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Clayton M. Edwards and Rebecca R. Robichaux-Davis
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.
Susie Katt and Megan Korponic
Problems to Ponder provides 28 varied, classroom-ready mathematics problems that collectively span PK-12, arranged in order of grade level. Answers to the problems are available online.
Allyson Hallman-Thrasher and Denise A. Spangler
We share ideas for preparing for and enacting high-cognitive demand tasks in ways that support students in articulating and justifying their ideas. We offer strategies for developing and posing several types of purposeful questions: (1) eliciting thinking, (2) generating ideas, (3) clarifying explanations, and (4) justifying claims.