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1. Engagement in the professional learning InSTEP platform: Developing expertise to teach data and statistics

   Mojica, GF; Thrasher, E; Kuhlman, A; Graham, B; Lee, HS (October 2023, University of Nevada, Reno)

   Lamberg, T; Moss, D (Ed.)

   In this study, 82 middle and high school teachers engaged with the InSTEP online professional learning platform to develop their expertise in teaching data science and statistics. We investigated teachers’ engagement within the platform, aspects of the platform that were most and least effective in building teachers’ expertise, and the extent to which teachers’ self-efficacy changed. Using mixed methods, we collected, analyzed and integrated multiple data sources. 

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2. Using gallery walks for compare and connect: Developing adaptive expertise of mathematics language routines

   Roberts, S A; Olarte, T R; Rodriguez, M (November 2024, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)

   We examined teachers’ development of adaptive expertise of mathematics language routines (MLRs) as they engaged in Studio Day professional learning focused on the MLR Compare and Connect. We collected video data from pre- and post-Studio Day meetings, as well as debriefs and their lesson enactments. We analyzed the data using three dimensions of adaptive expertise: flexibility, deeper level of understanding, and deliberate practice. We share a case study of a teacher exhibiting dimensions of adaptive expertise during the Studio Day Cycle through the use of a gallery walk. The teacher’s enactment of the MLR Compare and Connect provides an image of a teacher’s adaptive expertise of this MLR and helps us understand these MLRs and how teachers use and make sense of them in their instruction. 

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3. Developing adaptive expertise: Examining opportunities for reflective practices during a studio day cycle

   Olarte, T R; Greany, D; Hunter, U; Nemandoust, P; Rodriguez, M; Roberts, S A (November 2024, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)

   Engaging teachers in reflective practices is recognized as a crucial component of their adaptive expertise development. Drawing on this perspective of adaptive expertise development, we qualitatively examined how the design and structure of a Studio Day professional learning cycle afforded opportunities for reflective practice for secondary in-service mathematics teachers. We found that small group reflections, immediate reflections-on-action, and the use of videos afforded notable instances of reflective practices throughout the Studio Day Cycle that supported teachers’ development of adaptive expertise of equity-based, language-responsive teaching. We suggest that Studio Day Cycles are one avenue to better support in-service teachers’ development of adaptive expertise of mathematics language routines and multilingual learner core practices. 

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4. Exam Implementation of Scientific Epistemic Practices Curricula Through an Adaptive Expertise Lens: A Case Study

   Yang, Zhitong; Yoon, Susan A; Chinn, Clark A; Cottone, Amanda M; Richman, Thomas; Noushad, Noora F; Hussain-Abidi, Huma; Hunkar, Kyle (June 2024, International Society of the Learning Sciences)

   Scholars have suggested that one way to promote informed decision making about pressing socioscientific issues is to incorporate epistemic practices in science curricula. However, a key factor in teaching with such curricula is whether and how teachers can adapt instruction from their routine teaching approaches. Through an adaptive expertise lens, in this study, we examine how two teachers, teaching with agent-based computational complex systems models, varied in their implementations of epistemic practices and how consequently students' performance on epistemic practices was impacted. Through qualitative analyses of two teachers’ implementation recordings, this study examines teachers’ adaptive expertise in curricular implementations that aim at promoting student epistemic practices and provides examples of high and low levels of adaptive expertise that result in distinct student classroom experiences. This study carries implications for future teacher professional development geared towards improving students' epistemic practices. 

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5. Creating an authoring tool for K-12 teachers to design ML-supported scientific inquiry learning

   https://doi.org/10.1145/3613905.3650762  

   Zhou, Xiaofei; Tang, Jingwan; Lyu, Hanjia; Liu, Xinyi; Zhang, Zhenhao; Qin, Lichen; Au, Fiona; Sarkar, Advait; Bai, Zhen (May 2024, ACM)

   Despite significant advances in machine learning (ML) applications within science, there is a notable gap in its integration into K-12 education to enhance data literacy and scientific inquiry (SI) skills. To address this gap, we enable K-12 teachers with limited technical expertise to apply ML for pattern discovery and explore how ML can empower educators in teaching SI. We design a web-based tool, ML4SI, for teachers to create ML-supported SI learning activities. This tool can also facilitate collecting data about the interaction between ML techniques and SI learning. A pilot study with three K-12 teachers provides insights to prepare the next generation for the era of big data through ML-supported SI learning. 

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