ethanporcaro/eric-fulltext-meta huggingface dataset:
Profiles of Teachers&apos; Expertise in Professional Noticing of Children&apos;s Mathematical Thinking
Author: Jacobs, Victoria R.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Effectiveness,Mathematics,Mathematics Skills,Thinking Skills,Professional Development,Elementary School Teachers

Noticing children's mathematical thinking is foundational to teaching that is responsive to children's thinking. To better understand the range of noticing expertise for teachers engaged in multiyear professional development, we assessed the noticing of 72 upper elementary school teachers using three instructional scenarios involving fraction problem solving. Through a latent class analysis, we identified three subgroups of teachers that reflected different profiles of noticing expertise. Consideration was given to the noticing component skills of attending to children's strategy details, interpreting children's understandings, and deciding how to respond on the basis of children's understandings. We share theoretical and practical implications for not only the three profiles but also our choice to explore separately two versions of deciding how to respond (deciding on follow-up questions and deciding on next problems). [For the complete proceedings, see ED630060.]
Explicit and Expansive: The Importance of (Re)Defining Student Success in Mathematics
Author: Tremaine, Rachel
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Academic Achievement,Mathematics Education,Equal Education,COVID-19,Pandemics,Barriers,Achievement Gap,Educational Policy

The work of mathematics education often seeks to increase student success, but rarely explicitly defines this concept. When it is, it commonly corresponds with quantitative measures that enable the positioning of students as economic resources within a school or university's institutional structure, providing an incomplete portrait of student success and reinforcing deficit perspectives on student achievement. Fostering critical analysis of how we conceptualize student success within mathematics requires aligning how we define such success with the perspectives of mathematics students. I advocate for centering student voice in the (re)defining of student success, and issue a call to the mathematics education community to (1) make definitions of student success explicit in mathematics education research and policy, and (2) acknowledge and value the expansive nature of students' definitions of their own mathematical success. [For the complete proceedings, see ED630060.]
Failure Is Not an F-Word: If You&apos;re Not Failing, You&apos;re Not Learning
Author: Williams-Pierce, Caro
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Processes,Failure,Mathematics Education,Learning,Feedback (Response),Interaction,Play

The author believes that in mathematics education, with ourselves AND with students or learners, people need to embrace failure as a beautiful thing -- an incredibly wonderful opportunity to learn more about the math or the tool or the people. The five characteristics of provocative objects can help to understand how to design such lovely failure, as well as how to understand the amazing failure that happens within tools or in our lives. [For the complete proceedings, see ED630060.]
Mathematical Mothers: Investigating Shifts in Perspective around What Counts as Mathematics
Author: Prough, Sam
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mothers,Mathematics Education,Parent Attitudes,Parent Participation,Family Environment,Mathematics,Parent Child Relationship,Young Children

Bridging the gap between mathematical learning at home and school has been an issue for education research for decades (Galindo &amp; Sheldon, 2012). Expectations for mathematics do not often align for teachers and parents (Posey-Maddox &amp; Hayley-Lock, 2016) and a limited view of what counts as mathematics persists. What needs more attention is the meaningful mathematical learning that happens at home but is rarely seen as mathematics. Parents frequently struggle in supporting their children's mathematical learning, but that struggle becomes productive when parents are recognized as mathematically capable. This paper shows how two mothers shift their perspectives of what counts as mathematics and recognize the rich content in their current interactions with young children. Making such connections between mathematics and parent action can strengthen the relationship between at-home and school learning. [For the complete proceedings, see ED630060.]
Opportunities to Develop Statistical Literacy: A Comparison of State Standards to GAISE II
Author: Sundrani, Anita
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Statistics Education,State Standards,Mathematics Education,Kindergarten,Elementary Secondary Education,Information Literacy,National Organizations,Guidelines,Political Attitudes,Statistics,Knowledge Level,Alignment (Education),Student Evaluation

In today's polarizing political climate, there is a need to build citizens' statistical literacy to combat misinformation and support data-based arguments. To that aim, we investigate K-12 standards documents for their alignment with the American Statistical Association's Guidelines for the Assessment and Instruction in Statistics Education (GAISE II). We found that the states that explicitly reference GAISE or had standards that explicitly addressed the statistical investigative process did not offer consistent opportunities for students to engage in each element of the investigative process and at each developmental level. We discuss the implications of the findings and provide recommendations for policy makers and standards writers. [For the complete proceedings, see ED630060.]
Positioning of Novice Elementary Teacher Leaders in Advice and Information Networks for Mathematics
Author: Nguyen, Phi
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Novices,Elementary School Teachers,Teacher Leadership,Mathematics Education,Networks,Elementary School Mathematics,Certification,Teacher Attitudes

In this paper we examine how teachers who are pursuing their Elementary Mathematics Specialist certification--Elementary Mathematics Specialists in Training (EMSTs)--are positioned in their advice and information networks for mathematics. We analyzed the instructional networks of six elementary schools in one Midwestern school district. Our analysis suggests that EMSTs did occupy central positions in their networks. EMSTs were sought out by more individuals compared to other teachers, and when sought out by others, provided advice and information at a greater frequency than formal leaders. We also considered the school's informal and formal structure, finding that EMSTs' positioning was related to the broader school's information seeking behavior and whether there is a math-specific formal leader. [For the complete proceedings, see ED630060.]
Rethinking How Units Coordination Is Assessed in Preservice Teacher Populations
Author: Stevens, Alexis
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Student Evaluation,Mathematics Education,Preservice Teachers,Knowledge Base for Teaching,Elementary School Teachers,Preservice Teacher Education

Fraction proficiency continues to be a challenge for many learners of mathematics. Valid and reliable methods for assessing fraction understanding are critical tools in the pursuit of meeting this challenge. Written assessments have been widely used with K-12 students to assess fraction understanding, including units coordination. However, using these types of assessments with a preservice PreK-8 teacher population has proved difficult and inconclusive. Preservice PreK-8 teachers have a variety of algorithmic techniques at their disposal, which has resulted in the need to reexamine how units coordination is assessed in this population. This paper shares the subsequent reconceptualization of assessing preservice PreK-8 teachers' units coordination. [For the complete proceedings, see ED630060.]
Examining the Use of Video Annotations in Debriefing Conversations during Video-Assisted Coaching Cycles
Author: Gillespie, Ryan
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Coaching (Performance),Documentation,Observation,Mathematics Instruction,Mathematics Teachers,Faculty Development,Discourse Analysis,Middle School Teachers

This study examined how mathematics coaches leverage written annotations to support professional discourse with teachers about important classroom events during synchronous debriefing conversations. Coaches and teachers created the annotations while asynchronously watching video of an implemented lesson as part of online video-assisted coaching cycles. More specifically, this project examined the extent to which a coach and teacher discussed the annotations during a debrief conversation in a coaching cycle. We present a rationale for needing new knowledge about the relationships between video annotations and professional discourse as well as the potential implications of such knowledge. [For the complete proceedings, see ED630060.]
A Validation Argument for the Priorities for Mathematics Instruction (PMI) Survey
Author: Carney, Michele
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Mathematics Instruction,Test Construction,Measures (Individuals),Test Validity,Elementary School Teachers,Secondary School Teachers,Beliefs

Mathematics education needs measures that can be used to research and/or evaluate the impact of professional development for constructs that are broadly relevant to the field. To address this need we developed the Priorities for Mathematics Instruction (PMI) survey consisting of two scales focused on the constructs of Explicit Attention to Concepts (EAC) and Student Opportunities to Struggle (SOS) -- which have been linked to increased student understanding and achievement. We identified the most critical assumptions that underlie the proposed interpretation and use of the scale scores and then examined the related validity evidence. We found the evidence for each assumption supports the proposed interpretation and use of the scale scores. [For the complete proceedings, see ED630060.]
Tracing Take-Up across Practice-Based Professional Development and Collaborative Lesson Design
Author: Valerio, Jennifer
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Mathematics Instruction,Thinking Skills,Intuition,Scaffolding (Teaching Technique),Teaching Methods,Educational Change,Teacher Attitudes,Lesson Plans,Teacher Collaboration,Pedagogical Content Knowledge,College School Cooperation,Disadvantaged Schools,Kindergarten,Elementary School Teachers,Middle School Teachers

This study explored how two professional development approaches to reforming math instruction with different mechanisms for fostering change might have valuable synergies when used in tandem to support take-up, i.e., teachers' acceptance, adoption, and incorporation of ideas into practice. This investigation of Practice-Based Professional Development and Collaborative Lesson Design found that take-up was a recursive process that occurred across both PD types as teachers iteratively moved between building and deploying knowledge. Both overarching and practice-specific struggles occurred during enactment, triggering shifts back to knowledge building. Struggles associated with learning to facilitate productive struggle included making sense of student thinking, identifying and providing appropriate scaffolds without lowering the cognitive demand, and helping students move from intuitive to mathematical arguments. [For the complete proceedings, see ED630060.]
Identifying and Recontextualizating Problems of Practice in Learning to Facilitate Discussions with Argumentation
Author: Cordero-Siy, Eric
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Persuasive Discourse,Teacher Attitudes,Faculty Development,Validity,Mathematical Logic,Pedagogical Content Knowledge,Discussion (Teaching Technique),Peer Relationship,Elementary School Teachers,Student Participation

Supporting teachers to facilitate discussions with argumentation is as complex as the practice of facilitating argumentation itself. In this paper, we describe how a community of teachers and one teacher within this community made sense of facilitating argumentation. We use the construct of problems of practice as an indicator of teachers' sensemaking and learning. We contend that problems of practice are highly situated within teachers' contexts. The teachers identified participation as a broad problem of practice for facilitating argumentation and we identify three aspects of participation salient for teachers. Moreover, we show how Amanda, one of the teachers recontextualizes these problems to her thinking and practice. [For the complete proceedings, see ED630060.]
Pandemics, Scholarship, and Rethinking What Counts
Author: Kalinec-Craig, Crystal
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Scholarship,Electronic Learning,Elementary Secondary Education,Minority Groups

In this paper, the author discusses how the pandemic led to a new, more painful normal for teachers. The author states that teachers can pivot as a community to a new vision for what is valued by returning to the humanity of their field, communities, and passions. Teachers can also learn to operate in a &quot;new number system for scholarship&quot;: reimagine &quot;what counts&quot; as scholarship without simply relying and reifying on traditional models that advanced the careers of some (primarily white scholars), but not nearly all. [For the complete proceedings, see ED630060.]
Characterizing Prospective Secondary Teachers&apos; Foundation and Contingency Knowledge for Definitions of Transformations
Author: Lai, Yvonne
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Geometry,Mathematical Models,Teaching Methods,Teacher Education Programs,Undergraduate Students,Educational Practices,Guidelines,Course Content,Preservice Teacher Education

One promising approach for connecting undergraduate content coursework to secondary teaching is using teacher-created representations of practice. Using these representations effectively requires seeing teachers' use of mathematical knowledge in and for teaching (MKT). We argue that Rowland's (2013) Knowledge Quartet for MKT, in particular, the dimensions of Foundation and Contingency, is a fruitful conceptual framework for this purpose. We showcase an analytic framework derived from Rowland's work and our analysis of 85 representations of practice. These representations all featured geometry. We illustrate examples of combinations of &quot;high&quot; and &quot;low&quot; Foundation and Contingency, and show results of coding juxtaposed with performance on an instrument previously validated to measure MKT. We describe the potential for generalizing this framework to other domains, such as algebra and mathematical modeling. [For the complete proceedings, see ED630060.]
Report on the Condition of Education 2023. NCES 2023-144rev
Author: Irwin, Véronique
Date: 2023-08-00
Type: Reports - Evaluative
Subjects: Preschool Education,Elementary Secondary Education,Postsecondary Education,COVID-19,Pandemics,Family Characteristics,Race,Ethnicity,Enrollment Trends,School Choice,Internet,Students with Disabilities,English Language Learners,Charter Schools,Public Schools,Private Schools,Proprietary Schools,Access to Computers,National Competency Tests,Academic Persistence,Graduation Rate,High School Students,Educational Finance,Student Costs,Student Financial Aid,Educational Attainment,Outcomes of Education,Private Colleges,Public Colleges,High School Graduates,Achievement Tests,Science Tests,Mathematics Achievement,Science Achievement,Mathematics Tests,Foreign Countries,Public School Teachers,College Faculty,College Graduates,Young Adults,Education Work Relationship,Teacher Characteristics,International Assessment,Socioeconomic Status,Educational Legislation,Equal Education,Federal Legislation,Student Characteristics

This is the revised edition of the 2023 &quot;Report on the Condition of Education,&quot; which is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education agencies, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics; preprimary, elementary, and secondary education; postsecondary education; population characteristics and economic outcomes; and international comparisons. The Report on the &quot;Condition of Education 2023&quot; encompasses key findings from the Condition of Education Indicator System. The full contents of the Indicator System can be accessed online through the website or by downloading PDFs for the individual indicators. [For the first edition of the report, see ED628286.]
Teachers&apos; Representational and Contextual Justifications for Selecting Pedagogical Representations
Author: Jacobson, Erik
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Pedagogical Content Knowledge,Elementary School Mathematics,Elementary School Teachers,Grade 4,Number Concepts,Competence,Problem Solving,Cognitive Processes

There have been many efforts to measure pedagogical content knowledge with multiple-choice survey instruments, but little is known about how different types of items contribute. In this study, we examined interviews with 9 Grade 4 teachers to develop a deeper understanding of how teachers select pedagogical representations in the context of a survey assessment. Our analysis revealed two broad themes: representational justification (focused on how teachers interpreted features of the representation) and contextual justification (focused on how teachers considered their students and their own perspectives and experiences). These results indicated that content and pedagogical knowledge were highly intertwined in teachers' work on these tasks. However, the results also identify limitations for using this item type to measure teachers' pedagogical content knowledge in mathematics. Implications are discussed. [For the complete proceedings, see ED630060.]
Productive Struggle Leading to Collective Mathematical Creativity
Author: Aljarrah, Ayman
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Creativity,Task Analysis,Video Technology,Learning Processes,Educational Environment,Difficulty Level,Grade 6,Problem Solving,Cooperative Learning,Classroom Techniques,Elementary School Students,Number Concepts,Creative Thinking,Thinking Skills

In this article we show how students' productive struggle on a mathematical task can lead to collective mathematical creativity. We use observable (co)actions and interactions from a video record that features three Grade 6 students in a problem-solving session to document the emergence of collective creativity leading to a solution. We discuss some key features of the task and the learning environment and present implications for classroom practices aimed at helping students to capitalize on their mathematical struggles. [For the complete proceedings, see ED630060.]
Task Development to Address Error Patterns in Prospective Elementary Teachers&apos; Posing of Multi-Step Word Problems
Author: Foran, Ali
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Error Patterns,Preservice Teachers,Elementary School Teachers,Word Problems (Mathematics),Problem Solving,Knowledge Base for Teaching,Addition,Subtraction

National and state standards in the US have emphasized the importance of solving and posing word problems in students' mathematics learning for decades. Therefore, it is essential for prospective teachers (PTs) to have the mathematical knowledge necessary to teach these skills to their future students. Unfortunately, little research has investigated how PTs develop problem-posing skills. By employing thematic qualitative text analysis, the researchers identified nine distinct patterns in errors identified in K-8 PTs' posing of two-step addition and subtraction word problems, in the context of a collegiate teacher education course. These results were used to inform the initial design of an interventional task to bring awareness of common errors to PTs. [For the complete proceedings, see ED630060.]
Prospective Secondary Mathematics Teacher Responses and the Structure of Approximations of Practice
Author: Graysay, Duane
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Teacher Response,Mathematics Instruction,Mathematics Education,Student Attitudes

To support productive struggle, prospective secondary mathematics teachers (PTs) need to elicit and respond to students' mathematical ideas in ways that focus on those ideas and that position students to build on those ideas. Using the Teacher Response Coding framework (Van Zoest et al., 2021) we analyzed PTs' responses in three rehearsals of instruction. We identified significant differences in the natures of responses in one rehearsal compared to the other two. Using a Levels of Constraint framework based on findings of Kavanagh et al. (2020) we compared structures of the rehearsals and developed hypotheses regarding which aspects of structure might account for differences in PTs' responses. [For the complete proceedings, see ED630060.]
Elementary Preservice Teachers&apos; Views and Enactments on Fostering Perseverance
Author: Koehne, Christina
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Teachers,Preservice Teachers,Persistence,Mathematics Education,Interaction,Summer Programs,Camps,Elementary School Students,Student Attitudes,Reflection,Beliefs,Positive Reinforcement

The purpose of this study is to investigate three elementary preservice teachers' (PSTs') conceptions of and reflections on the role of perseverance in mathematics. This study presents findings regarding the PSTs' perseverance conceptions, student interactions, and the PSTs reflections from a two-week summer math camp in which they assisted in teaching elementary student campers. Additionally, this study used an analytic framework based on a corpus of literature to capture how the preservice teachers' conceptions, interactions, and reflections aligned with each other and with current and relevant research recommendations. [For the complete proceedings, see ED630060.]