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1. Design principles for examining student practices in a technology-mediated environment: The function concept module.

   Lovett, J. N.; McCulloch, A. W.; Dick, L. K.; Cayton, C. (June 2020, Mathematics teacher educator)

   In this article, we present a set of design principles to guide the development of instructional materials aimed to support preservice secondary mathematics teachers (PSMTs) examining student practices in technology-mediated environments. To develop design principles, we drew on the literature related to technological pedagogical content knowledge (TPACK; Niess, 2005), video cases as learning objects (Sherin & van Es, 2005), and professional noticing (Jacobs, et al., 2010). After presenting the design principles, we share a task created using these design principles. Finally, we share PSMTs’ refections about changes in their own understanding after examining students’ practices. Their responses provide insights into the usefulness of the design principles for deepening PSMTs’ mathematical knowledge and knowledge of students’ understanding, thinking, and learning with technology. 

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2. Building Mathematics Learning through Inquiry Using Student-Generated Data: Lessons Learned from Plan-Do-Study-Act Cycles

   https://doi.org/10.3390/educsci13090919  

   Rakes, Christopher R.; Wesneski, Angela; Laws, Rebecca (September 2023, Education Sciences)

   This paper describes how plan-do-study-act cycles engaged a classroom mentor teacher and student teacher in a professional collaboration that resulted in two inquiry activities for high-school geometry classes. The PDSA cycles were carried out in four high school geometry classes, each with 30 to 35 students, in a mid-Atlantic urban school district in the U.S. The four geometry classes were co-taught by the second and third authors of this paper. The data consisted of classroom documents (e.g., activity prompts, tasks), classroom observations, student feedback about activities, and monthly PDSA reports. The PDSA cycles had a direct effect on the professional learning of the teachers. The resultant classroom activities used a data collection approach to engaging students in inquiry to learn about trigonometry functions and density. Student learning behaviors were noticeably improved during these activities compared with traditional mathematics instruction. We concluded that the data collection sequence provided an accessible entry point for students to begin scientific inquiry in mathematics. The process opened the conceptual space for students to develop curiosity about mathematical phenomena and to explore their own research questions. The use of culturally relevant topics was especially compelling to students, and the open-ended nature of these exploratory activities allowed students to see mathematics through their own cultural lenses. 

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3. Developing teachers’ cultural competencies through co-design of robot-coding mathematics activities for Latinx and Black elementary school students

   https://doi.org/10.14324/LRE.22.1.11  

   Lyublinskaya, Irina; Okita, Sandra; Walker, Erica; Yan, Xiaoheng Kitty (February 2024, London Review of Education)

   This year-long case study involved the professional development of teachers in New York City elementary schools, who co-designed with researchers culturally relevant robot-coding mathematics activities to advance teachers’ understanding of culturally responsive mathematics pedagogy. Study findings indicated that co-designing culturally relevant robot-coding mathematics activities led to the development of teachers’ cultural competencies, deeper understanding of culturally responsive mathematics pedagogy and their students’ cultures, stronger agency, and ability to integrate culturally responsive pedagogy into their mathematics curriculum. Teachers also began to perceive the robot as a mathematical tool rather than a motivational add-on, and started to develop their own cultural lens while focusing less on school structure constraints. The study emphasises the importance of engaging teachers as active co-designers of culturally relevant coding curriculum in professional development programmes. 

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4. Exploring teachers’ design and enactment of rigorous lessons through a collaborative design experience

   Coker, R.; Akçil-Okan, Ö.; Rhemer, D.; Morandi, S.; Schellinger, J.; Tekkumru-Kisa, M.; Southerland, S. A. (January 2023, National Association for Research in Science Teaching Annual Meeting 2023)

   Reform efforts targeting science instruction emphasize that students should develop scientific proficiency that empowers them to collaboratively negotiate science ideas as they develop meaningful understandings about science phenomena through science practices. The lessons teachers design and enact play a critical role in engaging students in rigorous science learning. Collaborative design, in which teachers work together to design, enact, and reflect on their teaching, holds potential to support teachers’ learning, but scarce research examines the pathways by which collaborative design can influence teachers’ instructional practices. Examining the teaching and reflective thinking of two science teachers who engaged in collaborative design activities over two years, we found that their enactment practices became more supportive of students’ rigorous learning over time, and that they perceived collaborative efforts with teacher educators and partner teachers to plan lessons and analyze videos of instruction as supportive of their learning to enact rigorous instruction. 

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5. Exploring teachers’ learning to support rigorous science learning through collaborative design

   https://doi.org/10.3102/IP.22.1884509  

   Coker, R.; Akcil-Okan, O.; Rhemer, D. M.; Morandi, S.; Schellinger, J.; Tekkumru-Kisa, M.; Southerland, S.A. (April 2022, Annual meeting program American Educational Research Association)

   Reform efforts targeting science instruction emphasize that students should develop scientific proficiency that empowers them to collaboratively negotiate science ideas as they develop meaningful understandings about science phenomena through science practices. The lessons teachers design and enact play a critical role in engaging students in rigorous science learning. Collaborative design, in which teachers work together to design, enact, and reflect on their teaching, holds potential to support teachers’ learning, but scarce research examines the pathways by which collaborative design can influence teachers’ instructional practices. Examining the teaching and reflective thinking of two science teachers who engaged in collaborative design activities over two years, we found that their enactment practices became more supportive of students’ rigorous learning over time, and that they identified collaborative efforts with teacher educators and partner teachers to plan lessons and analyze videos of instruction as supportive of their learning to enact rigorous instruction. 

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