We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.
Erell Germia and Nicole Panorkou
Nicole Panorkou and Alan P. Maloney
Develop fifth-grade students' early expression of pattern relationships through instructional tasks.
Nicole Panorkou and Jennifer L. Kobrin
This research study was designed to evaluate the extent to which professional development (PD) designed around a learning trajectory (LT) on geometric measurement of area was successful in helping teachers use the LT to conduct formative assessment. Six 3rd-grade teachers from the Midwest participated in 20 hours of PD centered on the LT. Data to evaluate the PD were obtained from a set of questionnaire prompts administered before and after teachers' participation in the PD. The results suggest that teachers increased their ability to elicit and interpret student thinking and use assessment results to make instructional decisions. We consider the design and evaluation of this PD to be valuable for future efforts aiming to use LTs to support teachers in their formative assessment practices.
Debasmita Basu, Nicole Panorkou, Michelle Zhu, Pankaj Lal, and Bharath K. Samanthula
We provide an example from our integrated math and science curriculum where students explore the mathematical relationships underlying various science phenomena. We present the tasks we designed for exploring the covariation relationships that underlie the concept of gravity and discuss the generalizations students made as they interacted with those tasks.