P. Sztajn

Supporting Sense Making with Mathematical Bet Lines

This article presents a mathematics discourse technique adapted from literacy instruction to promote sense making when teachers are launching a lesson about story problems. Math Bet Lines helps all students engage with the meaning of the story problem and is particularly beneficial for emergent multilingual learners. In this article we discuss how teachers implemented the Math Bet Lines technique and share their successes, challenges, and tips for overcoming those challenges. 

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Talk is the Ticket to Teaching Math to English Learners

This article describes a mathematics professional development program for elementary school teachers focused on improving mathematics discourse for all students, in particular emergent multilingual learners. Frameworks, such as the Math Discourse Matrix (Sztajn, Heck, & Malzahn, 2020) that characterizes four types of discourse (correcting, eliciting, probing, responsive) and other resources aimed at planning and implementing lessons that support emergent multilingual learners' engagement in productive mathematical discussions are shared. 

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Decomposing Practice in Teacher Professional Development: Examining sequences of learning activities

In this paper, we engage in an analysis of professional development design, examining professional development activities and the sequencing of professional learning tasks. We use a theoretical framework typically used in pre-service teacher education to understand the design of one professional development program. Our overarching goal is to theorize about how to design professional development and sequence professional learning tasks for practicing teachers.

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Controlled Implementations: Teaching Practice to Practicing Mathematics Teachers

In this chapter, we use the Framework for Teaching Practice (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson, 2009) as a conceptual tool for analyzing the design of professional development. Although initially developed to examine the education of prospective teachers, we contend that this framework is appropriate for analyzing and supporting the design of professional development. The framework consists of three elements: decompositions, representations, and approximations of practice.

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Activating Math Talk: 11 Purposeful Techniques for Your Elementary Students

Many mathematics teachers agree that engaging students in high-quality discourse is important for their conceptual learning, but successfully promoting such discourse in elementary classrooms—with attention to the needs of every learner—can be a challenge. 

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