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Hicks, Tiara; Bostic, Jonathan D. – Mathematics Teacher: Learning and Teaching PK-12, 2021
We describe a formative assessment approach called whole-class think alouds, which foster evidence-based instructional practices and promote the goal of assessment to promote learning. They allow students to collaborate and orally communicate their problem solving.
Descriptors: Formative Evaluation, Protocol Analysis, Teaching Methods, Problem Solving
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Chandra Hawley Orrill; Martha Epstein; Kun Wang; Hamza Malik; Yasemin Copur-Gencturk – Grantee Submission, 2021
Measures of teacher mathematical knowledge are notoriously difficult to develop (e.g., Orrill et al., 2015). This is in part because of the multidimensional nature of teacher knowledge. As part of two separate projects being undertaken by this research team, we have attempted to write assessments of teacher pedagogical content knowledge (PCK) in…
Descriptors: Mathematics Instruction, Pedagogical Content Knowledge, Mathematics Tests, Thinking Skills
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Parker, Nicole; Breitenstein, Janet; D'On Jones, Cindy – Journal of Curriculum and Teaching, 2020
Disciplinary literacy strategies in mathematics lessons are essential and may be embedded in three necessary parts of the lesson: before reading, during reading, and after reading. In this article, we highlight disciplinary literacy strategies that middle school mathematics teachers might implement to guide students to increased mathematical…
Descriptors: Mathematics Instruction, Middle School Teachers, Secondary School Mathematics, Teaching Methods
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Armstrong, Abbigail; Ming, Kavin; Helf, Shawnna – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2018
Content area literacy has an important role in helping students understand content in specific disciplines, such as mathematics. Although the strategies are not unique to each individual content area, they are often adapted for use in a specific discipline. For example, mathematicians use mathematical language to make sense of new ideas and…
Descriptors: Mathematics Instruction, Content Area Reading, Literacy, Teaching Methods
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Riccomini, Paul J.; Morano, Stephanie – TEACHING Exceptional Children, 2019
Many students with Learning Disabilities (LD) experience low motivation and confidence in algebra as a result of the content challenges and the lack of mathematics success they have experienced previously (Kortering, de Bettencourt, & Braziel, 2005). The combination of multiple content deficits, an ongoing lack of success, and low motivation…
Descriptors: Algebra, Mathematics Instruction, Scaffolding (Teaching Technique), Instructional Design
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Ní Ríordáin, Máire; Flanagan, Eílis – Research in Mathematics Education, 2022
This paper presents a research framework for investigating the role of language use in mathematics learning. The paper draws on the wider M[superscript 2]EID study, which explores whether differences in languages (English and Irish) and their use by bilingual mathematical students have a differential impact on their mathematics meta-level…
Descriptors: Mathematics Instruction, Language Usage, Irish, Second Language Learning
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Lee, Joohi – Contemporary Issues in Early Childhood, 2015
This article presents effective strategies for educators of young children to promote children's mathematical communications, which include think-aloud during individual work time, utilizing reasoning and proof questions, and questioning back to children.
Descriptors: Mathematics Instruction, Communication Strategies, Protocol Analysis, Mathematical Logic
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Trocki, Aaron; Taylor, Christine; Starling, Tina; Sztajn, Paola; Heck, Daniel – Teaching Children Mathematics, 2014
The idea of elementary school students working together on mathematical tasks is not new, but recent attention to creating purposeful discourse in mathematics classrooms prompts teachers to revisit discourse-promoting strategies for mathematics lessons. The Common Core's Standards for Mathematical Practice (CCSSI 2010) encourage teachers to…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Teaching Methods, Discussion (Teaching Technique)
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Billings, Esther M. H.; Coffey, David C.; Golden, John; Wells, Pamela J. – Mathematics Teaching in the Middle School, 2013
How can the use of the Standards for Mathematical Practice in the classroom be supported? Professional developers and teacher educators strive to support teachers as they seek to answer this question. When teachers personally and intentionally experience the practices and reflect on how the practices support and promote mathematical understanding,…
Descriptors: Mathematics Instruction, Academic Standards, Workshops, Models
Jayanthi, Madhavi; Gersten, Russell; Baker, Scott – Center on Instruction, 2008
This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, "Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research". Based on the findings of this report, seven effective instructional practices were identified for teaching…
Descriptors: Learning Problems, Elementary Secondary Education, Learning Disabilities, Mathematics Instruction
Mulvaney, Mary Kay – 1993
Peer tutoring sessions involving two eighth-grade girls were recorded and analyzed through a Vygotskian lens. A "microgenetic analysis" of particular protocol excerpts from the tutoring sessions was conducted. When a lapse of intersubjectivity existed, participants frequently launched into narrative as a mediating device to negotiate a…
Descriptors: Academic Discourse, American Indian Culture, Grade 8, Higher Education
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Witzel, Bradley S.; Allsopp, David – Mathematics Teaching in the Middle School, 2007
Research is only beginning to show the benefits of the effective use of manipulatives with students who have disabilities. This article highlights how teachers can incorporate three manipulative instructional strategies to help students with high-incidence disabilities.
Descriptors: Learning Strategies, Manipulative Materials, Special Education, Mathematics Instruction