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Alyson E. Lischka and D. Christopher Stephens

The area model for multiplication can be used as a tool to help learners make connections between mathematical concepts that are included in mathematics curriculum across grade levels. We present ways the area model might be used in teaching about various concepts and explain how those ideas are connected.

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Sarah K. Bleiler-Baxter, D. Christopher Stephens, Wesley A. Baxter, and Angela T. Barlow

Using simplification, relationship mapping, and situation analysis as a framework, we offer vignettes of student discussions about the Theme Park task to highlight their key choices as they model with mathematics.

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Sarah K. Bleiler, Wesley A. Baxter, D. Christopher Stephens, and Angela T. Barlow

Teachers' insights could inspire further discussion about interpreting the SMPs.

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Alyson E. Lischka, Natasha E. Gerstenschlager, D. Christopher Stephens, Jeremy F. Strayer, and Angela T. Barlow

Select errors to discuss in class, and try these three alternative lesson ideas to leverage them and move students toward deeper understanding.

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Angela T. Barlow, Natasha E. Gerstenschlager, Jeremy F. Strayer, Alyson E. Lischka, D. Christopher Stephens, Kristin S. Hartland, and J. Christopher Willingham

Examining two lessons using the same problem illuminates a way that scaffolding can support access to productive struggle.

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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.