Journal Issue
Kimberly Morrow-Leong, Sara Delano Moore, and Linda M. Gojak
Reading mathematics picture books to children increases interest in mathematics, strengthens vocabulary, and can improve achievement.
Seán P. Madden, Olli (Sara) Hume, and Jacqueline S. Booton
Mathematics and technology serve the health sciences as demonstrated in this article,cowritten by one of our calculus students. Creating a lesson based on dosing an antibioticallows teachers and students to see the immediate value of high school calculus and technology.
Karen Hollebrands, Heather West, Emily Elrod, and Valerie Faulkner
Natasha Gerstenschlager, Angela T. Barlow, Alyson Lischka, Lucy Watson, Jeremy Strayer, D. Christopher Stephens, Kristin S. Hartland, and James C. Willingham
Research has shown that the ways in which teachers engage in professional development activities vary widely. identified three levels of teacher appropriation within professional development, with their inquiry stance indicative of teachers engaging in self-sustaining practices. In our project, we modified the demonstration lesson format so that teachers took an active role in changing an observed lesson and then viewing the impact of those changes as a second lesson was taught. We share evidence that this modified structure provided opportunities for teachers to engage in an inquiry stance on teaching and discuss implications for professional development providers in structuring activities to foster an inquiry stance.
Rocco Magaletto
How would students feel when learning through the use of mathematical modeling? On investigation, this article reveals that students felt better prepared for assessments, learned valuable life skills, and saw the relevance of mathematics to their lives outside of the classroom.
Cathrine Maiorca
Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.
Mark A. Creager, Rachel B. Snider, and Christopher W. Parrish
Cognitively demanding tasks provide important opportunities for students to develop an understanding of mathematics; however, they are challenging to launch and implement. The authors designed a secondary methods unit on launching tasks. Participants in the study were enrolled in five different methods courses. Using a noticing framework, findings suggest that by engaging in the unit, preservice teachers developed a greater understanding of the four aspects of an effective task launch. When viewing video examples, preservice teachers were able to talk about the four aspects of a task launch with increased specificity. Additionally, they began to identify ways of developing common language without reducing cognitive demand. We discuss implications of this work and offer suggestions for future teacher education research.
Gladys Krause, Luz A. Maldonado Rodríguez, and Melissa Adams-Corral
Pause before responding—the “wrong way" to add might just be right.
