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1. Teaching secondary mathematics lessons for joy and wonder

   Scheitlin, K.; Dietiker, L.; Riling, M. (October 2023, Association of Mathematics Teaching)

   As a group of teachers and researchers in the USA who have collaborated to design captivating lessons with this story perspective, we have been exploring how centring students’ aesthetic reactions in our design process can result in lessons that are more captivating (Dietiker et al., 2019). In this article, we share a lesson designed by one teacher (Kayla) in collaboration with her co-authors and colleagues. This lesson was enacted with her Year 10 students (aged 14–15) in a non-accelerated integrated mathematics course at a diverse high school in a working-class suburb. 

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2. The Role of Epistemic Cognition in Secondary Computer Science Teaching

   Hubbard, Aleata (January 2018, AERA)
3. Comparing the Mathematical Knowledge for Teaching Geometry of Preservice and Inservice Secondary Teachers

   Ko, I; Ion, M; Herbst, P (October 2022, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)

   Karunakaran, S; Higgins, A (Ed.)

   In this poster presentation, we share what our research team has learned by collecting responses from Geometry for Teachers (GeT) students who have taken a mathematical knowledge for teaching geometry (MKT-G) assessment before and after taking the GeT course. 

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4. Teaching Students With Learning Disabilities to Solve Secondary School Algebra Problems

   Hord, C.; Hoyng, C; Krumpelman, M. L.; Baker, J. (April 2021, Insights on learning disabilities)

   In this paper, we make a case for the importance of teaching secondary school level algebra to students with learning disabilities (LD). Furthermore, we illustrate how they struggle and present best-practices on how they are best supported. We demonstrate effective ways of how teachers can show students with LD how to solve challenging algebra problems. In particular, we depict how educators can help learners with LD show their work on paper in ways that support their thinking processes as they engage with challenging algebra problems. 

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5. Attracting STEM-talented undergraduates to secondary education with early teaching experiences

   https://doi.org/10.6084/m9.figshare.15142203.v1  

   Gugliucci, Nicole; Demers, Kelly (January 2021, 2021 Meeting of the New England Educational Research Organization)

   null (Ed.)

   This study describes how a semester-long after-school teaching experience can attract undergraduate STEM majors to consider a career in secondary education. Surveys of and interviews with eight STEM undergraduates show a positive trend toward considering teaching as a career in most cases. An additional senior not originally recruited for the program was interviewed about their experience as a volunteer and how it led them to apply for and accept a teaching position at a high school after graduation. For some participants, they were too far along towards their degree to add secondary education as a second major and pursue certification before graduation, but this experience provided early enough in a student’s educational career has the potential to increase the number of STEM-talented secondary educators entering the field. This after-school program therefore shows promise in recruiting future STEM educators while it also serves high school students from a high-need district. 

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