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Creators/Authors contains: "Kamlue, N."

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  1. ; ; ; ; ; ; (, Mathematics Teacher)
    We share three suggestions for how teachers can more productively use board work to scaffold joint sense making: (1) make the public record precise; (2) purposefully organize the public record; and (3) take advantage of the public record by referencing it in meaningful ways. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; ; (, USING PUBLIC RECORDS TO SUPPORT THE PRODUCTIVE USE OF STUDENT MATHEMATICAL THINKING)
    Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovell, J. N.; Strayer, J.; Drown, S. (Ed.)
    The more researchers understand the subtleties of teaching practices that productively use student thinking, the better we can support teachers to develop these teaching practices. In this paper, we report the results of an exploration into how secondary mathematics teachers’ use of public records appeared to support or inhibit their efforts to conduct a sense-making discussion around a particular student contribution. We use cognitive load theory to frame two broad ways teachers used public records—manipulating and referencing—to support establishing and maintaining students’ thinking as objects in sense-making discussions. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; ; (, Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; Drown, S. (Ed.)
    The more researchers understand the subtleties of teaching practices that productively use student thinking, the better we can support teachers to develop these teaching practices. In this paper, we report the results of an exploration into how secondary mathematics teachers' use of public records appeared to support or inhibit their efforts to conduct a sense-making discussion around a particular student contribution. We use cognitive load theory to frame two broadways teachers used public records—manipulating and referencing—to support establishing and maintaining students' thinking as objects in sense-making discussions. 
    more » « less
    Accepted Manuscript Full Text Available
  4. ; ; ; ; ; ; (, Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; Drown, S. (Ed.)
    Accepted Manuscript Full Text Available