Mathematics

Developing Self-Regulating Learners: The Critical Role of Feedback

Sun, 03/31/2013

Author(s): 

Cheryl Rose Tobey, Lynn Goldsmith

This article appears in a special issue of ASCD Express focused on student-centered learning. The authors examine how educators can support students in using three questions—“What are the goals for my learning?” “Where am I right now in relation to my goals?” “If I haven’t yet met my goals, what do I still need to do?”—that can help promote students’ purposive learning. 

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African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation

Mon, 03/04/2013

Author(s): 

Eden Badertscher, Lawrence Clark, and Carolina Napp

In this article published in Teachers College Record, the authors explore the work of two African American mathematics teachers and offer a framework through which the field might consider the work of all math teachers as they socialize their students toward (or away from) seeing themselves as competent, capable mathematics learners.They conclude by recommending that researchers further explore the ways that teacher identity, including those dimensions associated with race, class, and gender, serves as an instructional and motivational resource as teachers work to create productive

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Math for All (K-2): Professional Development Resources for Facilitators

Thu, 01/31/2013

Author(s): 

Babette Moeller, Barbara Dubitsky, Marvin Cohen, Karen Marschke-Tobier, Hal Melnick, Linda Metnetsky, Andrea Brothman, and Randi Cecchine

This comprehensive, multi-media professional development resource contains all the materials you need to conduct workshops that will show general and special education teachers how to collaborate to provide a high-quality, standards-based mathematics education to all Grade K–2 students, including those with disabilities.

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256 pp.

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New K–2 PD Program Supports Math Success for All Students

Babette Moeller

EDC’s Dr. Babette Moeller and her colleagues at Bank Street College of Education have designed a unique, effective professional development program to improve elementary math instruction. Newly published by Corwin in association with EDC, their comprehensive, multi-media Math for All (K–2) program engages general and special education teachers in collaboratively planning standards-based math lessons.

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Findings from the Ready to Learn Summative Evaluation

Tue, 03/01/2016

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This website features a wide range of reports from EDC's and our partner SRI's 10 years of conducting a summative evaluation of Ready to Learn, a public media initiative supported by the U.S. Department of Education. This research has significantly advanced knowledge of the role that "transmedia" resources—video, online games, tablet-based apps, and print activities—can play in enhancing the early learning and school readiness of young children, particularly children from low-income families. A few of the reports that are available on this site include:

Supporting school readiness of young children from low-income families

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Implementing the Mathematical Practice Standards

Mon, 12/03/2012

Author(s): 

June Mark, Paul Goldenberg, Al Cuoco, Deborah Spencer, Mark Driscoll, Katherine Schwinden, Victor Mateas

This website engages educators in learning more about the Common Core Standards for Mathematical Practice and how they can be connected to the content standards. Use the Illustrations, centered on student dialogues, to see the Mathematical Practices (MPs) in action. The Implementing the Mathematical Practice Standards team is also developing a professional development curriculum to support learning about the Common Core Standards for Mathematical Practice for Grades 5-10 mathematics teachers.

MP5: Use appropriate tools strategically

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