Children and adult learners benefit from viewing hand gestures at instruction across domains (Cook, Duffy, & Fenn, 2013; Huang, Kim, & Christianson, 2019; Ping & Goldin-Meadow, 2008). Within the domain of mathematical learning, gesture at instruction has been shown to benefit children and adults in laboratory and classroom settings…

Past research shows that both teachers' technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers' TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing…

One of the challenges of understanding the complexity of so-called reform mathematics instruction lies in the observational tools used to capture it. This article introduces a unique tool, drawing from commognitive theory, for describing classroom discussions. The Realization Tree Assessment tool provides an image of a classroom discussion,…