This article presents an examination of the language demands of cognitively demanding tasks and proposes an initial framework for the language demands of higher-order mathematics thinking practices. We articulate four categories for this framework: "language of generalisation," "language of comparison," "language of proportional reasoning," and…

This article focuses on a secondary mathematics teacher education program where traditional field placements are prevalent in grades 9-12. Traditional, for this article, is defined as and comprised of: (a) straight-rowed desks in classrooms, (b) explicitly direct instruction (teacher-centered classrooms), (c) predominantly repetition of low-level…

In this article, the author discusses the use of stories from the classroom to promote development in learning and teaching through inquiry communities and the "Develop your Teaching" (Dyt) approach. Sharing classroom stories, or "anecdoting," leads to a synthesizing of issues, providing starting points for professional development activity. One…

In this narrative of teacher educator action research, the idea for and the context of the lesson emerged as a result of conversations between Shelly, a mathematics teacher educator, and Lisa, a quilter, about real-life mathematical problems related to Lisa's work as she created the templates for a reproduction quilt. The lesson was used with…

This article illustrates how four teacher educators in training were challenged with respect to their epistemology and perceptions of teaching and learning mathematics through their interactions with expressive digital media during a professional development course. The research focused on their experience of communally constructing artifacts and…

Describes the development and implementation of a service learning project carried out at Portland State University, including the mechanics of the project and excerpts from student journals with reflections on their growth in this process. (Author/ASK)

Describes the changes in a kindergarten teacher's thinking of what it means to teach and learn mathematics as a result of her participation in a professional development program called the InMath project. Focuses on children's mathematical thinking and characteristics of young mathematicians. (ASK)

Discusses the development of Math Attack, a project designed to make middle school mathematics engaging, fun, and useful to middle school students by involving them in problems solving. Describes the effect of the project in helping students learn to think and communicate mathematically and helping teachers develop skill and confidence. (JPB)

This article describes a set of learning activities that use algebraic problems and written student work to help preservice and in-service teachers understand students' algebraic thinking. (Contains 4 figures.)

New software tools for data analysis provide rich opportunities for representing and understanding data. However, little research has been done on how learners use these tools to think about data, nor how that affects teaching. This paper describes several ways that learners use new software tools to deal with variability in analyzing data,…