What it means to be a good problem solver, what a good problem-solving activity looks like, and what teachers should keep in mind as they bring problem-solving activities to the classroom are explored in this month's practical research department.
Jonathan Thomas, Molly H. Fisher, Cindy Jong, Edna O. Schack, Lisa R. Krause and Sarah Kasten
Jonathan N. Thomas, Sara Eisenhardt, Molly H. Fisher, Edna O. Schack, Janet Tassell and Margaret Yoder
Learn how to coordinate the use of CCSSM with this emerging framework to attend to children's actions, make interpretations, and respond with robust instruction.
Edna O. Schack, Molly H. Fisher and Jonathan N. Thomas
“Noticing matters” (p. 223). Through these words in the concluding chapter, Alan Schoenfeld succinctly captures the theme of this seminal book, Mathematics Teacher Noticing: Seeing Through Teachers' Eyes. The book received the American Education Research Association 2013 Exemplary Research in Teaching and Teacher Education Award. It addresses a variety of meanings and interpretations of teacher noticing from Dewey's earlier work of inner and outer attention to more specific variations such as that of professional noticing, as defined by Jacobs, Lamb, and Philipp. Chapter contributors have provided the foundation and framing of teacher noticing as a construct for studying and improving teaching.
Sara Eisenhardt, Molly H. Fisher, Jonathan Thomas, Edna O. Schack, Janet Tassell and Margaret Yoder
Appreciate the complexity of counting and adding skills by viewing them through the lens of an early numeracy progression.