We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.
Amber G. Candela, Melissa D. Boston and Juli K. Dixon
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.
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.
Katherine E. Lewis
Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.
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.
Heidi L. Fleharty and Carolyn Pope-Edwards
Sixty-three teachers in a K–3 mathematics specialist certificate program conducted family projects in order to improve their skills in partnering with families around mathematics. Past studies have indicated that family involvement in children's education has many positive influences on academic achievement; however, parents' discomfort with math, and teachers' discomfort with working with parents, may be obstacles. The purpose of the present study was to examine 2 years of teachers' mathematical family projects and describe the types of projects chosen, the risks and benefits of these projects, and the quality of the parent–child interaction. It was found that the teachers implemented a variety of projects that promoted parent participation in mathematics. Teachers were also able to utilize a cycle of inquiry to examine the progress of their project. The results showed that teachers were able to create a strong connection between the math classroom and the home environment of the child, as shown, for example, by findings related to the themes of home–school connections and mathematics curriculum of the home.