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Launching a Discourse-Rich Mathematics Lesson

This article shares a mathematics discourse technique adapted from literacy instruction and designed to prepare students' engagement in a mathematics task by model mathematical thinking. The Math Think Aloud is used during the launch of a lesson to provide access to the mathematics and help students make sense of the task so they are able to work on the task and share their mathematical thinking. Successes, challenges, and tips for effective implementation are shared. 

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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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Developing underserved elementary students’ systems thinking and economic literacy through investigations of local ecological-economic systems

Project Status: 

Active
Third graders from underserved regions in Maine engage in learning experiences which foreground the role of scientific modeling in knowledge construction to develop an integrated economic-ecological conceptual model of the Gulf of Maine ecosystem
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Fostering Joint Parent/Child Engagement in Preschool Computational Thinking by Leveraging Digital Media, Mobile Technology, and Library Settings in Urban and Rural Communities

Project Status: 

Active
125 parents and preschool children in rural Mississippi and Kentucky use mobile, computational thinking apps at-home, supported by a virtual engagement model that helps librarians connect with parents and use digital media to bridge learning environments.
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An Embodied, Augmented Reality Coding Platform for Pair Programming

Project Status: 

Active
A novel platform for creative coding in Augmented Reality will be developed, and its impact on computational concept learning and attitudes toward computer sciene will be tested in diverse high school students in National City, California.
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Advancing Refugee Youth's STEM and Social Capital Through Family-Focused Learning

Project Status: 

Active
This project focuses on promoting STEM aspirations among youth and parents of refugee backgrounds through multiple strategies including participating in a college-knowledge program, field trips to campuses, and e-mentoring with STEM professionals.
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Scaling Professional Development: Preparing Professional Learning and Development Providers to Lead Power of Data Teacher Workshops.

This design-based research study examined the first two cycles of development, enactment, analysis, and redesign of the Power of Data (POD) Facilitation Academy. Professional Learning and Development (PLD) providers’ geospatial technology (GST) skills, understanding of programme principles, preparation, and stages of concern for implementing POD Teacher Workshops were investigated. The POD Team analysed previous POD PLD models.

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