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Valerie Klein, Timothy Fukawa-Connelly and Jason Silverman

“Noticing” and “wondering” can help teachers slow down to respond more thoughtfully to student work.

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Jason Silverman, Gail L. Rosen and Steve Essinger

Use digital signal processing to capitalize on an exciting intersection of mathematics and popular culture.

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Kevin C. Moore, Jason Silverman, Teo Paoletti and Kevin LaForest

Quantitative reasoning is critical to developing understandings of function that are important for sustained success in mathematics. Unfortunately, preservice teachers often do not receive sufficient quantitative reasoning experiences during their schooling. In this paper, we illustrate consequences of underdeveloped quantitative reasoning abilities against the backdrop of central function concepts. We also illustrate tasks that can perturb preservice teachers' thinking in ways that produce opportunities for quantitative reasoning. By implementing strategically designed tasks, teacher educators can support preservice teachers–and students in general–in advancing their quantitative reasoning abilities and their understanding of secondary mathematics content.

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Tim Fukawa-Connelly, Valerie Klein, Jason Silverman and Wesley Shumar

At the heart of the National Council of Teachers of Mathematics' (NCTM) Principles to Actions: Ensuring Mathematical Success for All (2014) is the development of professional practices such as eliciting and using evidence of student thinking, supporting productive struggle in learning mathematics, and posing purposeful questions. In this article, we share our emerging work in online professional development for teachers, which provides potentially cost-effective ways of scaling high-quality, effective professional development for mathematics teachers by employing the collaborative features of the Internet to mediate professional conversations and interactions. Specifically, we detail the characteristics of our model for online professional development and present cases to illustrate its potential impact on teachers' ability to analyze student work and provide productive feedback.