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Abstract Elementary teachers are underprepared to teach mathematics, and there is a lack of field‐based support for mathematics‐specific pedagogies in the elementary grades. To address this theory to practice gap, we developed an innovative model of fieldwork that draws on the expertise of in‐service teachers (elementary mathematics specialists [EMSs]) who had recently completed a K–5 mathematics endorsement to work in the role of university supervisors supporting beginning teachers (BTs) in initial fieldwork. We argue that this model has three key aspects that will support BTs bridging the theory to practice gap: (1) as in‐service teachers the EMSs are keenly connected to the context of schools; (2) recent experience in university coursework in mathematics while serving as in‐service teachers required the EMSs to navigate the theory to practice gap themselves; (3) one‐on‐one mentorship supports strong and trusting relationships. Drawing on data from a 3‐year study we found that EMSs brought intimate knowledge of the school context and knowledge of the mathematics‐specific pedagogies taught at the university. These connections to the field and the university allowed EMSs to support BTs in implementing research‐based practices in their mathematics lessons that went against the norms of their school settings.
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Behavior Trees with Dataflow: Coordinating Reactive Tasks in Lingua Franca
Behavior Trees (BTs) provide a lean set of control flow elements that are easily composable in a modular tree structure. They are well established for modeling the high-level behavior of non-player characters in computer games and recently gained popularity in other areas such as industrial automation. While BTs nicely express control, data handling aspects so far must be provided separately, e. g. in the form of blackboards. This may hamper reusability and can be a source of nondeterminism. We here propose a dataflow extension to BTs that explicitly models data relations and communication. We realize and validate that approach in the recently introduced polyglot coordination language Lingua Franca (LF).
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- Award ID(s):
- 2233769
- PAR ID:
- 10554374
- Publisher / Repository:
- ACM
- Date Published:
- ISBN:
- 9798400705021
- Page Range / eLocation ID:
- 304 to 305
- Format(s):
- Medium: X
- Location:
- Lisbon Portugal
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3639478.3643093
