Michelle Cirillo, Beth Herbel-Eisenmann and Corey Drake
Michelle Cirillo, Corey Drake and Beth Herbel-Eisenmann
Corey Drake, Michelle Cirillo and Beth Herbel-Eisenmann
“Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well” (The Teaching Principle, NCTM 2000, p. 16).
Kevin LoPresto and Corey Drake
Using mathematics life stories as tools to aid in the instruction of mathematics methods classes. Instructors will learn how to use the students' past and present experiences in mathematics to help plan instruction and get to know their students.
Andrew Tyminski, Corey Drake and Tonia Land
Despite the prevalence of mathematics curriculum materials in elementary classrooms, most current mathematics methods texts provide little or no support for preservice teachers (PSTs) learning to use curriculum materials. To meet this need, we have designed and studied several modules intended to provide PSTs with opportunities to learn about and from the use of curriculum materials. This article describes our research related to 1 of these modules–Addition Starter Sentences. Our results examine the nature of PSTs' developing content knowledge and pedagogical content knowledge, evidenced through their interactions with and reflections on Standards-based curriculum materials. We conclude with implications for mathematics teacher education research and practice.
Corey Drake, Megan Holmstrom, Mindy Kalchman and Juli Lenzotti
Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.
Tonya Bartell, Erin E. Turner, Julia Marie Aguirre, Corey Drake, Mary Q. Foote and Amy Roth McDuffie
This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.
Corey Drake, Tonia J. Land, Tonya Gau Bartell, Julia M. Aguirre, Mary Q. Foote, Amy Roth McDuffie and Erin E. Turner
Make these small adjustments to your syllabus and watch spaces open to connect to children's multiple mathematical knowledge bases.
Amy Roth McDuffie, Mary Q. Foote, Corey Drake, Erin Turner, Julia Aguirre, Tonya Gau Bartell and Catherine Bolson
Mathematics teacher educators (MTEs) designed and studied a video analysis activity intended to support prospective teachers (PSTs) in learning to notice equitable instructional practices. PSTs from 4 sites (N = 73) engaged in the activity 4 to 5 times during the semester, using a set of 4 “lenses” to analyze teaching and learning as shown in videos. In an earlier analysis of this activity, we found that PSTs increased their depth and expanded their foci in noticing equitable instructional practices (Roth McDuf_ e et al., 2013). In this analysis, we shift the focus to our work as MTEs: We examine our decisions and moves in facilitating the video analysis activity with a focus on equity, and we discuss implications for other MTEs.