A university mathematics teacher educator and a math department chair reflect on how various assignments and structures can support early-career teachers in anticipating student thinking and solutions to purposefully plan lessons.
Cassandra R. Seiboldt, Lorraine M. Males, and Joshua R. Males
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.
Nicholas J. Gilbertson, Samuel Otten, Lorraine M. Males, and D. Lee Clark
For many American students, high school geometry provides their only focused experience in writing proofs (Herbst 2002), and proof is often viewed as the application of recently learned theorems rather than a means of establishing and understanding the truth of general results (Soucy McCrone and Martin 2009).