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  • Author or Editor: Kristen Bieda x
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Kristen N. Bieda, Jillian Cavanna and Xueying Ji

Field experience can be a rich site for intern teachers to develop the knowledge and skills they need for effective teaching. Lesson study has been shown to be a powerful form of professional development that enhances practicing teachers' mathematical knowledge for teaching through collaborative inquiry with their peers. In this article, we discuss the use of mentor-guided lesson study to support mentor and intern collaboration in the field and share what we have learned about its potential to support interns' attention to student thinking. We will also share insights from the field for those interested in implementing this activity in teacher preparation coursework.

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Sandra Crespo, Kristen Bieda and Christopher Dubbs

At the most recent MTE journal presentation during the NCTM Research Conference in Washington, DC, titled “Could I Publish This in MTE? Advice from Published Manuscripts in the MTE Journal” (Crespo, Chao, & Yow, 2018), we asked the audience the following questions:

  • Who is intending to write a manuscript for the MTE journal?
  • Who is a reviewer for the journal?
  • Who is a reader of the journal?

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Sandra Crespo, José Manuel Martínez, Christopher Dubbs and Kristen Bieda

In this editorial, we focus on the unsuspecting challenge that many prospective authors encounter when writing manuscripts for this journal–that of clearly situating their manuscript as relevant and connected to a significant and compelling shared problem of the practice of mathematics teacher educators. In our previous editorial (Crespo & Bieda, 2017), we introduced a writing tool that organizes and makes visible all five review criteria for this journal into a writing template (reproduced here in Figure 1). This tool is meant to help prospective authors foreground the criteria as they conceive, outline, draft, review, edit, and revise their manuscripts. As prospective authors have begun to try this tool and share their outlined manuscripts with us, the challenge of articulating a shared problem of practice in MTE manuscripts has become more evident.