School Science and Mathematics最新文献_第7页

Interpreting prospective teachers' responses to inequities in a written vignette: A plan for action 解读未来教师对不公平现象的反应:行动计划

School Science and Mathematics Pub Date : 2023-11-08 DOI: 10.1111/ssm.12615

Christa Jackson, Kelley Woolford Buchheister, Cynthia E. Taylor

引用次数: 0

Prospective science teachers' noticing: An exploration in an authentic practical context 未来科学教师注意:真实实践情境下的探索

School Science and Mathematics Pub Date : 2023-10-25 DOI: 10.1111/ssm.12616

Lu Wang, J. Steve Oliver

引用次数: 1

A framework to support teacher noticing of students' mathematical thinking in technology‐mediated environments 一个支持教师在技术介导环境中注意学生数学思维的框架

School Science and Mathematics Pub Date : 2023-10-23 DOI: 10.1111/ssm.12601

Allison W. McCulloch, Lara K. Dick, Jennifer N. Lovett

{"title":"A framework to support teacher noticing of students' mathematical thinking in <scp>technology‐mediated</scp> environments","authors":"Allison W. McCulloch, Lara K. Dick, Jennifer N. Lovett","doi":"10.1111/ssm.12601","DOIUrl":"https://doi.org/10.1111/ssm.12601","url":null,"abstract":"Abstract The practice of teacher noticing students' mathematical thinking often includes three interrelated components: attending to students' strategies, interpreting students' understandings, and deciding how to respond on the basis of students' understanding. This practice gains complexity in technology‐mediated environments (i.e., using technology‐enhanced math tasks) because it requires attending to and interpreting students' engagement with technology. Current frameworks implicitly assume the practice includes noticing the ways students use tools (including technology tools) in their work, but do not explicitly highlight the role of the tool. While research has shown that using these frameworks supports preservice secondary mathematics teachers (PSTs) developing noticing practices, it has also shown that PSTs largely overlook students' technology engagement when they are working on technology‐enhanced tasks ( Journal for Research in Mathematics Education , 2010; 41(2):169–202). In this article, we describe our adaptation of Jacobs et al.'s framework for teacher noticing student mathematical thinking to include a focus on making students' technology‐tool engagement explicit when noticing in technology‐mediated environments, the Noticing in Technology‐Mediated Environments (NITE) framework. We describe the theoretical foundations of the framework, provide a video case example, and then illustrate how the framework can be used by mathematics teacher educators to support PSTs' noticing when students are working in technology‐mediated environments.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"6 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Middle school students' development of an understanding of the concept of function using an applet with no algebraic representations 利用applet开发中学生对函数概念的理解，不带代数表示

School Science and Mathematics Pub Date : 2023-10-23 DOI: 10.1111/ssm.12622

Michael S. Meagher, Jennifer N. Lovett, Allison W. McCulloch

引用次数: 0

Framing, responsiveness, serviceability, and normativity: Categories of perception teachers use to relate to students' mathematical contributions in problem‐based lessons 框架、响应性、可服务性和规范性:教师用来与学生在基于问题的课程中的数学贡献相关的感知类别

School Science and Mathematics Pub Date : 2023-10-23 DOI: 10.1111/ssm.12600

Patricio Herbst, Amanda Brown, Daniel Chazan, Nicolas Boileau, Irma Stevens

引用次数: 1

Intersections of teacher noticing and culturally sustaining pedagogy: A conceptual framework to inform the design of teacher learning 教师关注与文化维持教学法的交叉点:为教师学习设计提供信息的概念框架

School Science and Mathematics Pub Date : 2023-10-19 DOI: 10.1111/ssm.12611

Melissa J. Luna, Malayna Bernstein, Janet D. K. Walkoe

{"title":"Intersections of teacher noticing and culturally sustaining pedagogy: <scp>A</scp> conceptual framework to inform the design of teacher learning","authors":"Melissa J. Luna, Malayna Bernstein, Janet D. K. Walkoe","doi":"10.1111/ssm.12611","DOIUrl":"https://doi.org/10.1111/ssm.12611","url":null,"abstract":"Abstract Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths for understanding student resources, only some of which are described in the literature. In this article, we offer a conceptual model showing how the theoretical roots related to teacher noticing and responsive teaching (N/RT) are closely aligned with theories foundational to culturally sustaining pedagogy (CSP). We then offer an illustration of teachers participating in a video club specifically designed to support noticing students' disciplinary thinking in science—and show how the teachers' talk positioned them to see the cultural foundations of student learning, a perspective that lays the groundwork for teachers to teach in culturally sustaining ways. With an eye to developing future designs of video clubs that highlight disciplinary thinking in both mathematics and science alongside cultural resources—and the intersections therein—in this article, we begin the foundational work of better understanding the theoretical connections across both cultural and disciplinary ways of seeing, knowing, and responding.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How do students learn definite integrals? Exploring students' learning opportunities 学生如何学习定积分?探索学生的学习机会

School Science and Mathematics Pub Date : 2023-10-19 DOI: 10.1111/ssm.12605

Dae S. Hong

引用次数: 0

“My noticing lens disrupts this narrative”: Preservice mathematics teachers' awareness of the self as noticer “我的注意镜头破坏了这种叙述”:职前数学教师对自我作为注意者的意识

School Science and Mathematics Pub Date : 2023-10-17 DOI: 10.1111/ssm.12618

Ethan Rubin, Elizabeth A. van Es

{"title":"“My noticing lens disrupts this narrative”: Preservice mathematics teachers' awareness of the self as noticer","authors":"Ethan Rubin, Elizabeth A. van Es","doi":"10.1111/ssm.12618","DOIUrl":"https://doi.org/10.1111/ssm.12618","url":null,"abstract":"Abstract Teacher noticing has been identified as central to enacting responsive and equitable mathematics instruction. Mathematics teachers' noticing is shaped by institutional and sociopolitical narratives and ideologies that persistently marginalize culturally, socially, linguistically, and neuro‐diverse learners. Gaining insight into how one's noticing is related to these narratives can enable a teacher to identify and reflect on how they frame, attend to, and interpret classroom activity, and how that in turn can perpetuate or disrupt inequitable mathematics instruction. We conjectured that learning to systematically analyze and reflect on their own noticing can enable preservice mathematics teachers to develop their awareness of themselves as noticers to support more responsive and equitable instructional practice. Using data from summative assignments in a course focused on learning from teaching, we investigate whether and how preservice teachers (PSTs) take up frameworks for responsive and equitable teaching to narrate their noticing, and examine what their narrations reveal about how they frame mathematics instruction. Analysis reveals PSTs problematized instruction to adopt aspirational frames for equitable practice, while also re‐narrating classroom interactions from dominant perspectives. These findings have implications for PSTs' learning to notice for equity and for designing teacher education experiences for this purpose.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Problem Section 问题部分

School Science and Mathematics Pub Date : 2023-10-16 DOI: 10.1111/ssm.12620

Albert Natian

引用次数: 0

Learning from COVID‐19: Research education in troubling times 从COVID - 19中吸取教训:动荡时期的研究教育

School Science and Mathematics Pub Date : 2023-10-16 DOI: 10.1111/ssm.12617

Michael Coe, David Jones, Anna Kiley, Carolyn Hester, Tony Ward

{"title":"Learning from <scp>COVID‐19</scp>: Research education in troubling times","authors":"Michael Coe, David Jones, Anna Kiley, Carolyn Hester, Tony Ward","doi":"10.1111/ssm.12617","DOIUrl":"https://doi.org/10.1111/ssm.12617","url":null,"abstract":"Abstract The United Nations has identified the COVID‐19 pandemic as the largest global disruption of education in history. Collaborative and hands‐on learning activities in science, technology, engineering, and mathematics were particularly challenging to maintain during this period. Future large‐scale disruptions of schools are considered likely, leading to questions about how educators can be better prepared. Since 2019, the REACH program has worked with schools in Montana, Idaho, Alaska, and Hawaii to educate students about air quality and health. The program also provides a framework and support for teachers to incorporate rudimentary student‐led scientific field research in middle and high school science courses. Through student and teacher surveys, we inquired about how the pandemic affected program experiences during the 2020/2021 and 2021/2022 school years. Responses from 416 students and 31 teachers showed both difficulties and adaptive capacity in implementing the REACH program during COVID‐19‐related restrictions. It is encouraging to appreciate the resilience of students and teachers as they adapted to emergency remote teaching and learning strategies. However, the extent and the specific kinds of difficulties they encountered may inform efforts to help schools and teachers become better prepared for potential future events that may disrupt in‐classroom learning.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136143023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0