Now showing items 1-10 of 87
Expanding students' involvement in proof problems: Are geometry teachers willing to depart from the norm?
(2013-04-30)
Using a multimedia questionnaire we explore the extent to which secondary mathematics teachers recognize a hypothesized norm of doing proofs in geometry—that the teacher is in charge of providing the 'given' and the 'prove.' ...
DIRECTING FOCUS AND ENABLING INQUIRY WITH REPRESENTATIONS OF PRACTICE: WRITTEN CASES, STORYBOARDS, AND TEACHER EDUCATION
(Hoosier Association of Mathematics Teacher Educators., 2017-10-08)
We discuss affordances and liabilities of using a storyboard to depict a written case of a teacher’s dilemma that involves race, opportunity to learn, and student community. We rely on reflections by the teacher educator ...
Community Resources and Educational Opportunities in Detroit: Baseline Assessment of Academic Progress Using the 2005-2009 Cohort of High School Students
(2019-07-15)
This research report contributes a community resource theory of change applied to a Detroit Public Schools (DPS) case study of high school students. The research study examines changes in Detroit Education from 2000 to ...
Revisiting the functions of proof in mathematics classrooms: A view from a theory of instructional exchanges
(2010-10-21)
We consider the functions of proof in mathematics from the perspective of the work of the mathematics teacher. The work of proving and the time spent on proving, what can a teacher account it to? How can he or she justify ...
INSTRUCTIONAL SITUATIONS AND STUDENTS’ OPPORTUNITIES TO REASON IN THE HIGH SCHOOL GEOMETRY CLASS
(2010-11-30)
We outline a theory of instructional exchanges and characterize a handful of instructional situations in high school geometry that frame some of these exchanges. In each of those instructional situations we inspect the ...
Naming One-Third on the Number Line
(2016-10)
This three-minute video segment was taken from a summer mathematics class in Michigan for rising fifth graders. In the video, students are discussing a "warm up problem" focused on identifying fractions as points on a ...
Promoting and Managing Students’ Discourse
(2011-06-01)
This is a decomposition of the practice of promoting and managing students’ discourse in the secondary mathematics class. It unpacks that practice into smaller components and those into operations that a teacher can utilize. ...
Designing an Intelligent Teaching Simulator for Learning to Teach by Practicing
(2010-09-15)
Learning to teach is difficult for prospective teachers because of the complex nature of the work of teaching. Practicing (Lampert 2010), interacting with the practice of teaching from a first-person perspective, may give ...