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Leslie Dietiker

Research of enacted curriculum supports the role of sequence in framing lessons that are both coherent and interesting for students.

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Meghan Riling and Leslie Dietiker

Although new teachers are often prepared to teach using reform practices, they may be given traditional curriculum materials. Learn how these traditional materials can be adapted to reflect reform practices and teaching goals.

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Laura E. Ryan and Leslie Dietiker

To deepen students' mathematical interest and knowledge, the authors use a mathematical story-planning framework to design and enact a fifth-grade measurement lesson.

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Leslie Dietiker and Andrew S. Richman

We use a narrative framework to investigate how mathematics textbook lessons can promote sustained student inquiry. Our analysis of four high school textbook lessons on the SSA congruence property, three of which contain explorations, reveals how explorations can promote problem-solving perseverance by inspiring readers to raise mathematical questions and by keeping these questions open throughout significant portions of the lesson. Furthermore, student curiosity and anticipation can be enhanced through ambiguity. Stark structural differences exist among lessons with explorations, suggesting that explorations are not necessarily supportive of sustained student inquiry. These insights not only enable educators to learn whether and how a lesson encourages inquiry but also support the design of new curricular materials aligned with the goals of reform.

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Leslie C. Dietiker, Funda Gonulates, and John P. Smith III

Push your instruction beyond procedures: Enhance student tasks and offer better opportunities to develop conceptual understanding.

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Aladar Horvath, Leslie Dietiker, Greg Larnell, Sasha Wang, and John Smith III

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Leslie Dietiker, Lorraine M. Males, Julie M. Amador, and Darrell Earnest

Building on the work of Professional Noticing of Children's Mathematical Thinking, we introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them. This framework builds on Remillard's (2005) notion of participation with curriculum materials, connects with and broadens existing research on the relationship between teachers and written curriculum, and highlights new areas for research. We argue that once mathematics educators better understand the strategic curricular practices that support ambitious teaching, which we refer to as professional curricular noticing, such knowledge could lead to recommendations for how to support the curricular work of teachers and novice teachers in particular.