ethanporcaro/eric-fulltext-meta huggingface dataset:
Intentionality in Using Learning Trajectories to &quot;Reframe&quot; Teacher Noticings towards Anti-Deficit and Asset-Based Instruction
Author: Suh, Jennifer M.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Trajectories,Equal Education,Lesson Plans,Formative Evaluation,Curriculum Design,Preservice Teachers,Teaching Methods,Teacher Education Programs,Mathematics Instruction,Pedagogical Content Knowledge,Team Teaching,Disadvantaged,Kindergarten,Elementary School Students,Educational Change,Thinking Skills,Concept Formation

Learning Trajectories have the potential to be used as a tool to advance equity by explicitly connecting to anti-deficit framing and asset-based instruction. This plenary paper highlights research on three use cases for learning trajectories (LT) with an intentionality around promoting equity: 1) the use of LT based Lesson Study with vertical teams of teachers to position students as capable and teachers as knowledgeable, 2) the use of LT coupled with anti-deficit framing in curriculum design research to provide students with access to rigorous educational resources and asset based instruction, 3) the use of LT with formative assessment to develop preservice teachers' equitable teaching practices to advance students understanding. The presenter invites the PMENA community to consider how learning trajectories can be coupled with powerful equity-focused research and frameworks to disrupt the status quo, broaden the notion of learning mathematics, eliminate labeling, and dismantle inequitable structures and hierarchy in the mathematics classroom. [For the complete proceedings, see ED630210.]
Supporting Discussion Practice in Mathematics Methods: Applications of Whole-Class Scaffolding
Author: Kastberg, Signe E.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Discussion (Teaching Technique),Teacher Educators,Mathematics Instruction,Mathematics Education,Scaffolding (Teaching Technique),Methods Courses,Preservice Teacher Education,Educational Practices

Discussion is a practice used in mathematics methods courses to support prospective teachers' pedagogical ideas. Underexamined but central to the development of instructional activities, including discussions of teaching, are mathematics teacher educators' (MTEs') tacit and explicit theories of learning and teaching. We report findings from a self-study of three MTEs' discussion practice in methods courses. Data sources include transcripts of MTEs' dialogic analysis of their discussion practice and evidentiary maps based on instructional artifacts. We argue that whole-class scaffolding serves as a tacit theory informing MTE discussion practice. We support this argument using evidence that our discussion practice was driven by prospective teachers' move toward independence and by layering instructional activities. [For the complete proceedings, see ED630210.]
Re-Membering Place: Mathematical Actions for Innovative, Resilient, and Culturally Rich Communities
Author: Glanfield, Florence
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Teachers,Teacher Researchers,Personal Narratives,Authors,Place Based Education,Trust (Psychology),Reflection,Knowledge Level,Indigenous Knowledge,American Indian Culture,American Indians,Asian Culture,Foreign Countries,Ecology,Metacognition,Psychological Patterns,Teacher Attitudes,Land Use,Mathematics Education

How might mathematics educators recognize discourses as resonating harmonies in their practices as researchers? In this paper we share individual experiential narratives guided by Ojibway author Richard Wagamese's Medicine Wheel teachings in the four directions of East (humility), South (trust), West (introspection), and North (wisdom). As we journey through (re)membering place we offer opportunities for recognizing resonating harmony(ies) and algorhythms in our practices as mathematics education researchers and for engaging with critically dissonance discourses and actions. This (re)membering supports relating with each other, mathematics, communities, and place in ways that are more sustainable, inter-connected, and kincentric. [For the complete proceedings, see ED630210.]
Using Video to Identify What Is Not Known in Students&apos; Mathematical Thinking
Author: Anantharajan, Madhuvanti
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Mathematics Education,Thinking Skills,Professional Development,Student Centered Learning,Teaching Methods,Personality Traits,Kindergarten,Preschool Teachers,Elementary School Teachers

Remaining continually curious about students' mathematical thinking is challenging, yet worthwhile, in teaching practice. This paper describes and analyzes two video-based professional learning (PL) activities designed to help teachers go beyond their initial perceptions of what students understand and to identify what else they might learn about students' thinking. The findings suggest the potential of the activities to evoke different types of curiosity about student-thinking and the conditions that may support such questioning. [For the complete proceedings, see ED630210.]
District Support for Community Schools: The Case of Oakland Unified School District. Research Brief
Author: Klevan, Sarah
Date: 2023-05-00
Type: Reports - Research
Subjects: Community Schools,School Districts,Holistic Approach,Partnerships in Education,Agency Cooperation,Educational Needs,Faculty Development,Family Involvement

Community schools integrate a range of supports and opportunities for students, families, and the community through a set of partnerships between the education system, the nonprofit sector, and local government agencies. They are an evidence-based strategy for implementing whole child education, which addresses the full scope of children's development across multiple domains--including academic, physical, psychological, cognitive, social, and emotional learning. This research brief examines the district infrastructure that Oakland Unified School District (Oakland Unified) developed to support its community school and whole child education practices. The findings indicate that Oakland Unified provided centralized support for community schools, including coordination of partnerships between schools and county-level agencies; management of partnerships between schools and service providers; training for specialized personnel, such as community school managers and student support teams; professional learning for school staff; and resources for family engagement. The implications highlight promising lessons learned for education leaders looking to build, implement, and sustain high-quality community schools in policy and practice. [For the full report, see ED630211.]
Emotional Knowledge of Mathematics Teacher = Conocimiento Emocional de Docentes de Matemáticas
Author: García González, María S.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Teachers,Psychological Patterns,Knowledge Level,Middle School Teachers,High School Teachers,Fear,Emotional Experience,Beginning Teachers,Pedagogical Content Knowledge,Emotional Response

Emotions come into play as teachers make decisions, act, and reflect on the different purposes, methods, and meanings of math teaching. In order to learn more about the emotions of mathematics teachers, this paper shows the emotions experienced by 81 Mexican teachers who teach mathematics in middle school and high school. Emotions are contextualized by the theory of the cognitive structure of emotions, narrative and drawings were used to express their emotions. According to the results, three frequent and common emotions were identified in the teachers, happy-for, satisfaction, and disappointment. Fear was the only frequent emotion in high school teachers; it occurred at the beginning of their teaching, due to the lack of pedagogical content knowledge. [For the complete proceedings, see ED630210.]
Exploring the Impact of Discussion-Leading Professional Development on Teachers&apos; Practice
Author: Garcia, Nicole
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teachers,Faculty Development,Discussion (Teaching Technique),Discussion Groups,Leadership,Outcomes of Education,Teacher Behavior,Behavior Change

This paper examines the impact of an intensive professional development on practicing teachers' mathematics discussion-leading practice. A tool for examining specific discussion-leading moves was used to measure change in teachers' practice as observed through submitted video recordings of mathematics discussions. Participants included 33 teachers from three school districts who submitted a total of 193 videos across the study. The findings reveal that the professional development had differential impact on participating groups. We explore group attributes that could contribute to these differential outcomes. [For the complete proceedings, see ED630210.]
Learning Trajectories Research Needs a Hard Re-Set: Using PCTM to Center Cognition, Context, and Culture
Author: Myers, Marrielle
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Trajectories,Educational Research,Equal Education,Inclusion,Diversity,Social Justice,Teacher Educators,Mathematics Education,Conferences (Gatherings)

Research on LTs remains a central topic in mathematics education. In this plenary paper, I argue that LT-based research needs a hard re-set if it is to play a role in creating more equitable and anti-oppressive experiences for historically marginalized students. I begin with an overview of LT-based research presented during PME-NA plenary sessions, which I examine through a lens of cognition, context, and culture. I assert that a continued focus on cognition reproduces the status quo and causes dissonance for many learners. I then discuss equity in LT research and how it has evolved throughout the years. Next, I offer Political Conocimiento in Teaching Mathematics (PCTM) as a framework that can support us in asking the complex sociopolitical questions needed to create liberatory spaces in mathematics teaching and learning. I end by inviting the field to commit to centering equity in their LT-based research as a political act. [For the complete proceedings, see ED630210.]
Navigating the White Space of Mathematics: Lessons Learned from Mathematics Teacher Educators of Color
Author: Yeh, Cathery
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Teacher Educators,Minority Group Teachers,African American Teachers,Hispanic Americans,Racism,Faculty Development,Teacher Attitudes,Mathematics Education,Resistance (Psychology),Mathematics Instruction,Student Diversity,Minority Group Students,Equal Education,White Teachers

As critical race theorists would remind us, those most impacted have the greatest insight to create change. This paper applies a critical race theory framework to explore the leadership experiences of two African American and one Latinx American mathematics teacher educator and how they address issues of race, racism, and (in)justice in teacher professional development. Data analysis from semi-structured interviews, publicly available webinars and podcasts, and other published materials from the educators (eg. articles and books) reveal how they engaged teachers to attend to issues of race and racism by challenging persistent masternarratives about mathematics and mathematics ability; centering on counternarratives on the cultural identities and mathematical understanding of students of Color, and engaging in community-based pedagogies to promote coalitional resistance. [For the complete proceedings, see ED630210.]
&quot;Let&apos;s Hang Out!&quot;: Understanding Social Ties among Linguistically Diverse Youth in Urban Afterschool Programs
Author: Hwang, Sophia H. J.
Date: 2021-00-00
Type: Reports - Research
Subjects: Social Behavior,Student Diversity,Urban Areas,After School Programs,Social Networks,Hispanic American Students,African American Students,Elementary School Students,Social Capital,English (Second Language),Native Speakers,Peer Relationship,Low Income Students

This study examines the associations among cross-linguistic social ties, individual-level social network and demographic characteristics, and academic and social-emotional outcomes in a sample of third to eighth grade Latine and Black youth attending urban afterschool programs. Guided by social capital and social learning perspectives, this study is one of the first to explore the associations of social ties among Spanish-speaking bilingual youth and native English-speakers in the afterschool setting. We found that youth who have more ties in the classroom social network have more cross-linguistic connections than would be expected given the afterschool classroom composition. Moreover, having more cross-linguistic ties at the start of the year was associated with higher academic and social self-concept in the spring, adjusting for baseline skills and other covariates. These findings suggest that cross-linguistic ties in the afterschool setting may contribute to positive social and developmental outcomes in late childhood and early adolescence. [This is the online version of an article published in &quot;Social Development.&quot;]
Interviewing Female Teachers as a Male Researcher: A Field Reflection from a Patriarchal Society Perspective
Author: Subedi, Khim Raj
Date: 2023-00-00
Type: Journal Articles
Subjects: Gender Differences,Women Faculty,Researchers,Professional Identity,Gender Issues,Cultural Influences,Power Structure,Foreign Countries,Elementary School Teachers,Interviews,Interpersonal Relationship

This article examines the role of gender difference in a qualitative interview from the theoretical lenses of the sociocultural perspective of teachers' identity in a localized context of Ph.D. field research. The study blends the researcher's critical reflections during interviewing female teachers in exploring their teacher identity and existing literature on gender differences in a qualitative interview. In addition, a research diary is used as the data source to unpack the complexity of gender dynamics in a qualitative interview. To add to the discussion of gender difference in a qualitative interview, we argued that gender difference between the interviewer and the interviewee mediates and shapes the data collection in a qualitative interview. Thus, to understand the role of gender difference in a qualitative interview, it is necessary to do a comprehensive analysis of the complex dynamics of gender matching, the cultural background of the interviewee, and possible power relations between the researcher and participants. This study contributes to the dynamics in interviewing women by a man outside the Western cultural setting, particularly during a field research experience by a Ph.D. scholar.
Mathematical Making in Teacher Preparation: Research at the Intersections of Knowledge, Identity, Pedagogy, and Design
Author: Akuom, Denish
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematics Teachers,Teacher Education Programs,Preservice Teachers,Elementary School Teachers,Student Attitudes,Instructional Materials,Teaching Methods,Correlation,Course Content,Professional Identity,Material Development,Vignettes,Pedagogical Content Knowledge,Educational Benefits,Problem Based Learning,Art Education,Design

In this proposal, we share research that explores the potential benefits of a novel Making experience within mathematics teacher preparation that we hypothesized would inform the pedagogical and curricular thinking of prospective teachers of elementary mathematics (PMTs). That experience had PMTs exploring at the intersection of content, pedagogy, and design to digitally design, 3D print, and share an original manipulative with a child to promote their mathematical thinking. We share several vignettes of our research that aim to discern some of the potential benefits the experience might offer PMTs. These take a variety of theoretical and methodological approaches at the intersections of teacher knowledge, identity, pedagogy, and design. Implications of our findings for teacher preparation and professional learning are provided throughout the paper and in its conclusion. [For the complete proceedings, see ED630210.]
Mathematics Education Researchers&apos; Practices in Interdisciplinary Collaborations: Embracing Ways of Knowing
Author: Suazo-Flores, Elizabeth
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Educational Research,Researchers,Interdisciplinary Approach,Cooperation,Interpersonal Relationship

Mathematics education researchers (MERs) engage in interdisciplinary collaborations that contribute to the mathematics education discipline. MERs' learned forms of work and discourse, i.e., practices, are particular to their mathematics education discipline and might not align with practices needed to conduct interdisciplinary work. We interviewed four MERs who were leaders of interdisciplinary groups to learn about practices they reported using while collaborating with their groups. Using qualitative content analysis, we describe five practices commonly reported by the four MERs. We argue that these five practices are central ways of knowing and doing for MERs when working in interdisciplinary groups. Our study contributes to the mathematics education discipline by unpacking practices MERs use to engage in interdisciplinary groups that are influenced by interpersonal relationships. [For the complete proceedings, see ED630210.]
Professional Learning at Scale: Designing a Boundary Object
Author: McCulloch, Allison W.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Policy,Educational Quality,Instructional Improvement,Faculty Development,State Standards,Mathematics Instruction,Educational Change,Web Sites,High School Students,Partnerships in Education,Mathematics Teachers,Teacher Attitudes,Alignment (Education),Lesson Plans,Educational Resources,School Districts,Decision Making

Education policies and innovations that aim to improve instructional quality often fail to produce any meaningful or sustained changes to teaching when implemented at scale because of the significant learning demands they place on the individuals, groups, and organizations that comprise an educational system. In this paper, we describe an implementation resource developed to promote professional learning and cross role discussions about new state mathematics standards and report on the ways educators at different levels of the state system used them. Results demonstrate how implementation resources designed to be a boundary object for educators at multiple levels of an educational system have the potential to support learning and create systemic conditions conducive of change. [For the complete proceedings, see ED630210.]
Supporting the Development of Positive Mathematics Teaching Identities in Preservice Teacher Education
Author: Condon, Lara
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Mathematics Instruction,Self Concept,Professional Identity,Individual Development,Preservice Teacher Education,Personal Narratives,Reflection,Problem Solving,Participative Decision Making,Student Attitudes,Psychological Patterns,Sharing Behavior,Learning Experience,Attitude Change

Research suggests that preservice teachers enter teacher education with predominantly negative dispositions towards mathematics. We present a case study of an approach to supporting the development of positive mathematics teaching identities among students in a middle-level math methods course. Our findings suggest that engaging in narrative reflection in tandem with collaborative problem solving in a mathematical discourse community over time helped students to transform their relationships with mathematics and forge positive mathematics identities. Providing opportunities for students to share and work through their vulnerabilities was critical to this process. Our findings illustrate a promising approach for teacher educators to support the development of positive mathematics teaching identities in preservice teacher education. [For the complete proceedings, see ED630210.]
Formatively Assessing Novices&apos; Capabilities with Modeling Content
Author: Shaughnessy, Meghan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Formative Evaluation,Novices,Elementary School Teachers,Beginning Teachers,Teaching Methods,Models,Teacher Education Programs,Pedagogical Content Knowledge,Preservice Teacher Education,Fractions,Mathematics Instruction,Course Content

This paper examines the possibilities of designing a formative assessment that gathers information about novice elementary teachers' skills with modeling content and makes sense of such information. A decomposition of the practice of modeling content was developed and used to design the assessment. Participants included ten first-year teachers who graduated from a range of different teacher education programs. The findings reveal that our formative assessment works to gather information about teachers' capabilities with modeling content and that the associated tools support making sense of the information gathered. [For the complete proceedings, see ED630210.]
Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescents: Evidence from a Randomized Field Trial
Author: Lesaux, Nonie K.
Date: 2014-00-00
Type: Reports - Research
Subjects: Middle School Students,Control Groups,Experimental Groups,Vocabulary Development,Morphology (Languages),Reading Comprehension,Language Skills,Writing Skills,At Risk Students,English Language Learners,Student Diversity,Intervention,Urban Schools,Second Language Instruction,Second Language Learning,Faculty Development,Measures (Individuals),Reading Skills,Fidelity,Program Implementation,Observation,Program Effectiveness,Models

We conducted a randomized field trial to test an academic vocabulary intervention designed to bolster the language and literacy skills of linguistically diverse sixth-grade students (N = 2082; n = 1469 from a home where English is not the primary language), many demonstrating low achievement, enrolled in 14 urban middle schools. The 20-week classroom-based intervention improved students' vocabulary knowledge, morphological awareness skills, and comprehension of expository texts that included academic words taught, as well as their performance on a standardized measure of written language skills. The effects were generally larger for students whose primary home language is not English and for those students who began the intervention with underdeveloped vocabulary knowledge. [This paper was published in &quot;American Educational Research Journal&quot; v51 p1159-1194 2014 (EJ1045653).]
Personal Inferences as Warrants of Undergraduate Students&apos; Arguments in Calculus Contexts
Author: Roh, Kyeong Hah
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Calculus,Mathematics Instruction,Inferences,Verbal Communication,Student Attitudes,Validity,Mathematical Logic,Logical Thinking,Persuasive Discourse,Generalization,Models,Graphs

The purpose of this paper is to highlight issues related to students' personal inferences that arise when students verbally explain their justification for calculus statements. We conducted clinical interviews with three undergraduate students who had taken first-semester calculus but had not yet been exposed to formal proof writing activities through undergraduate mathematics courses. We analyzed these students' verbal justification of four statements, each of which described a different relationship between two quantified variables in calculus contexts. In this paper, we document students' personal inferences that were evoked in their justifications and discuss how they are similar to or different from the logical inferences that have been accepted and practiced by the mathematics community for mathematical arguments. [For the complete proceedings, see ED630210.]