Mathematics

Productive Struggle in Mathematics

Sat, 08/01/2015

Author(s): 

Mathematical problems and puzzles that require commitment and perseverance to solve can help foster deep mathematics understanding in students. In this brief, the author describes factors that influence productive struggle, shares four examples of how teachers often respond to their students’ productive struggles, and offers four strategies to help teachers support their students in this form of learning.

first page of research brief

Length: 

5 pp.

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Supporting Mathematical Discourse in the Early Grades

Fri, 06/05/2015

Author(s): 

Jennifer Stiles

This research brief discusses the benefits of teachers using mathematical discourse—allowing students to explain, justify, and debate their individual techniques for solving math problems—to enhance learning. Using this strategy requires educators to discard traditional teacher-centered modes of instruction and adopt new student-centered modes in which they facilitate discussion.

first page of research brief

Length: 

6 pp.

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Mobile Technology and Mathematics Learning in the Early Grades

Mon, 06/01/2015

Author(s): 

This research brief describes the value of using mobile technologies in and out of elementary mathematics classrooms, and investigates the view that teachers may not be getting the guidance they need to best leverage those technologies. The authors explore three areas of concern: How can teachers use technology in developmentally appropriate ways to facilitate mathematics learning?

Cover of brief

Length: 

4 pp.

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Turning to Online Courses to Expand Access: A Rigorous Study of the Impact of Online Algebra I for Eighth Graders

Wed, 05/06/2015

Author(s): 

Margaret Clements, Jessica Heppen, Kirk Walters

This chapter in the book Large-Scale Studies in Mathematics Education shares results from the study of online algebra conducted under EDC’s previous REL Northeast & Islands contract. The results indicate that offering Algebra I as an online course to Algebra Ready students is an effective way to broaden access in schools that do not typically offer Algebra I in grade 8, and that taking such a course significantly affected students' algebra achievement at the end of grade 8 and increased their likelihood of participating in an advanced coursetaking sequence in high school

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STEM Teaching & Learning Video Showcase

Date: 

05/11/2015
Free Online Event

From May 11 (8:00 a.m. ET) through May 15, educators, researchers, policy-makers, and all others interested in innovative STEM education R&D are invited to visit the free, online, and interactive 2015 Teaching & Learning Video Showcase: Improving Science, Math, Engineering, & Computer Science Education. During the Showcase, participants will view, discuss, and vote on 3-minute videos that spotlight cutting-edge National Science Foundation (NSF)-funded work.

Descriptors (Bodies of Work): 

Constructing Online Communities of Practice

Fri, 05/01/2015

Author(s): 

The authors of this paper, part of the Constructivists Online: Reimagining Progressive Practice paper series from Bank Street College of Education, share emergent findings gathered through the development and implementation of an online community of practice (CoP), describe findings from a focus group, and discuss the next steps they will take in their investigation of CoPs. CoPs, comprising groups of educators with similar passions and shared interests, learn together through activities and discussions, and create a community of learners through continued participation.

Array model used in multiplication

Length: 

webpage

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Secondary Teachers’ Mathematical Habits of Mind: A Paper-and-Pencil Assessment

Thu, 04/30/2015

Author(s): 

Sarah Sword, Ryoto Matsuura, Miriam Gates, Jane Kang, Al Cuoco, Glenn Stevens

In this chapter, part of NCTM’s Annual Perspectives in Mathematics Education 2015: Assessment to Enhance Teaching and Learning, the authors look at how individuals approach mathematical tasks using mathematical habits of mind, and compare that to the approaches used by mathematicians. They give insights into the use of rubrics with habits of mind to focus professional development activities and to determine how they impact secondary teachers’ thinking about mathematics.

cover of book

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Pages

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