More Like this

1. Preservice Teachers' Questioning and Students' Responses During Algebra Tutoring

   https://doi.org/10.3102/1691717  

   DeJarnette, A. F. (January 2021, Annual meeting program American Educational Research Association)

   Posing questions is a direct way for teachers to push students to verbalize justifications and make connections among ideas, but this skill is difficult to learn. We recruited four pre-service special education teachers to participate in a semester-long professional development focused on developing mathematics knowledge and asking questions, while concurrently providing 1-1 tutoring to students with learning disabilities. The pre-service teachers increased their frequency of questions overall and of questions that probed students’ thinking or explored mathematical relationships. The pre-service teachers also developed strategies for shifting among different types of questions when students struggled. The findings of this study illustrate the potential for pre-service teachers to develop questioning routines that challenge students while scaffolding their progress towards new understanding. 

   more » « less
2. Innovations in university teaching based on mathematics education research.

   Florensa, I.; Hoffman, M.; Romo Vázquez, A.; Zandieh, M.; Martínez-Planell, R. (January 2022, Proceedings of the Conference of the International Network for Didactic Research in University Mathematics)

   Trigueros, M.; Barquero, B.; Hochmuth, R.; Peters, J. (Ed.)

   We report on a variety of innovative projects that are at different stages of development and implementation. We start by presenting a project still in development to help address Klein’s second discontinuity problem, that is, the perception of pre-college teachers that the advanced mathematics courses they took at the university are of little use in the practice of their profession. Then we briefly discuss the study and research paths (SRP). This is the proposal from the Anthropological Theory of the Didactic (ATD) to foment a move from the prevailing paradigm of visiting works to that of questioning the world. This is followed by the discussion of an online course for in- service teachers, designed to help them experience, adapt, and class-test a modeling intervention, as well as reflect on institutional issues that might constrain the future application of modeling in their teaching. We end with a discussion of a project based on the idea of guided reinvention, to design and study the implementation of inquiry-oriented linear algebra. 

   more » « less
3. Mathematics Questioning Practices of Pre-Service Special Education Teachers Providing Algebra Tutoring for Students With Learning Disabilities

   https://doi.org/10.1177/08884064211073573  

   DeJarnette, Anna_Fricano; Hord, Casey (March 2022, Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children)

   Posing questions is a direct way for teachers to push students to verbalize justifications and make connections among ideas—a crucial component of giving students with learning disabilities access to high levels of mathematical reasoning—but this skill is difficult to learn. We recruited four pre-service special education teachers to provide 1-1 algebra tutoring to students with learning disabilities while receiving instruction related to posing mathematics questions and supporting students’ reasoning. The pre-service teachers increased their frequency of questions overall and of questions that probed students’ thinking or explored mathematical relationships. Students gave correct and complete responses to these more complex questions approximately half of the time; however, pre-service teachers most often reduced the complexity of their questions when students gave incomplete responses. The findings of this study illustrate the potential for pre-service special education teachers to develop questioning routines that engage students with learning disabilities in mathematical reasoning while scaffolding their progress toward new understanding. 

   more » « less
4. Perspectives on Algebra I tutoring experiences with students with learning disabilities.

   Hord, C. & (January 2020, Learning disabilities)

   null (Ed.)

   The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-service teachers. The school personnel indicated there was a mutually beneficial relationship between the tutors and the school. The perceptions of the tutors revealed considerations about the challenges they face as Algebra I tutors of students with learning disabilities including remembering Algebra I content, posing strategic questions to students, dealing with students’ math anxiety, and conveying Algebra I content accessibly. The tutors reported positive experiences in the program including learning from field experience and, in particular, learning to promote the progress and learning of students with learning disabilities using gestures and strategic questioning. 

   more » « less
5. Embedding Computational Thinking in the Elementary Classroom: An Extended Collaborative Teacher Learning Experience

   Ketelhut, D.J.; Hestness, E.; Mills, K. (July 2019, Computer-supported collaborative learning)

   Abstract: We used design-based research to investigate an extended professional learning experience to prepare teachers to embed computational thinking in elementary science. Opportunities to interact synchronously in a community of practice - including through in person engagement in embodied challenges, discussion, and resource sharing, appeared to productively support teacher preparedness to embed CT in their science teaching. However, asynchronous collaboration via an online platform was less effective. We describe planned adjustments for future iterations of the program. 

   more » « less