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Anthony Fernandes

This article describes the 3rd cycle of an intervention in a mathematics content course that was designed to foster awareness among middle school mathematics preservice teachers (PSTs) of the challenges that English language learner (ELL) students face and the resources they draw on as they learn mathematics and communicate their thinking in English-only classrooms. Pairs of PSTs engaged 2 different ELL students in a videotaped task-based interview using 4 measurement tasks. Following each interview, the PSTs wrote a structured report guided by Mason's (2002) framework of noticing. The results of the intervention indicated that the PSTs went beyond awareness of ELLs' needs and challenges and also adopted strategies outlined in the literature that were aligned with best practices for teaching ELLs. The article also discusses the potential of the intervention and how it can be used by other mathematics educators.

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Anthony Fernandes, Natasha Murray, and Terrence Wyberg

In the current high–stakes testing environment, a mention of assessment is inevitably associated with large–scale summative assessments at the end of the school year. Although these assessments serve an important purpose, assessing students' learning is an ongoing process that takes place in the classroom on a regular basis. Effectively gathering information about student understanding is integral to all aspects of mathematics instruction. Formative assessments conducted in the classroom have the potential to provide important feedback about students' understanding, guide future instruction to improve student learning, and provide roadmaps for both teachers and students in the process of learning.

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Anthony Fernandes, Jacob Koehler, and Harold Reiter

By meeting regularly, a group of teachers from different schools promote a culture of problem solving and engagement.

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Anthony Fernandes, Cynthia O. Anhalt, and Marta Civil

Teachers' use of appropriate questioning strategies illustrates the interplay between language and math as English Language Learners describe their understanding of measurement in one-on-one interviews.