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Download full textEbby, Caroline Brayer; Remillard, Janine; D'Olier, Jordan H. – Consortium for Policy Research in Education, 2019
This study explored how teachers interpreted and responded to their own student work during the process of formative assessment. The study involved a purposefully selected sample of 32 teachers in grades K-5 who had been trained by the Ongoing Assessment Project (OGAP) to use learning progressions to analyze and respond to evidence in student…
Descriptors: Student Evaluation, Formative Evaluation, Teacher Expectations of Students, Elementary School Teachers
Schoen, Robert C.; LaVenia, Mark; Tazaz, Amanda M. – Online Submission, 2018
Mathematics teacher professional-development (PD) programs based on Cognitively Guided Instruction (CGI) have been developed and implemented with tens of thousands of elementary mathematics teachers worldwide since the 1980s. Starting with a focus on addition and subtraction on whole numbers in the first CGI PD program, the content of these…
Descriptors: Mathematics Teachers, Faculty Development, Grade 3, Grade 4
Peer reviewedTzur, Ron; Johnson, Heather L.; Hodkowski, Nicola M.; Jorgensen, Cody; Nathenson-Mejia, Sally; Wei, Bingqian; Smith, Amy; Davis, Alan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2018
This study examines how a PD program to promote teachers' shift toward a student-adaptive pedagogy impacts students' multiplicative reasoning. We describe the underpinnings of this pedagogy and main components of the PD program. Then, we present key features of participants, data collection/analysis methods, and the written assessment used to…
Descriptors: Teaching Methods, Mathematics Instruction, Thinking Skills, Faculty Development
Downton, Ann; Giumelli, Kerry; McHugh, Barbara; Roosen, Tammy; Meredith, Nadine; Caleta, Geraldine; King, Melissa; Salkeld, Kathryn; Stenning, Paul – Mathematics Education Research Group of Australasia, 2019
The complex nature of multiplicative thinking can be challenging for students and teachers to navigate. We report on the impact on student learning of school-based professional learning that targeted teachers' pedagogical content knowledge related to Multiplicative Thinking. Analysis of Year 4 students' longitudinal data indicated greater growth…
Descriptors: Multiplication, Mathematics Instruction, Thinking Skills, Pedagogical Content Knowledge
Hodkowski, Nicola; Tzur, Ron; Johnson, Heather Lynn; McClintock, Evan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
We examine a 4th grade teacher's development of a constructivist-based, adaptive pedagogy (AP) approach--and its contribution to student multiplicative reasoning and outcomes, mixing qualitative analysis of segments from her interviews with quantitative analysis of her student outcomes on the state-mandated test. Her reflections indicate a shift…
Descriptors: Grade 4, Elementary School Teachers, Constructivism (Learning), Teaching Methods
Pateman, Neil A., Ed; Dougherty, Barbara J., Ed.; Zilliox, Joseph T., Ed. – International Group for the Psychology of Mathematics Education, 2003
This volume of the 27th International Group for the Psychology of Mathematics Education Conference includes the following research reports: (1) The Affective Views of Primary School Children (Peter Grootenboer); (2) Theoretical Model of Analysis of Rate Problems in Algebra (Jose Guzman, Nadine Bednarz and Fernando Hitt); (3) Locating Fractions on…
Descriptors: Preservice Teacher Education, Preservice Teachers, Mathematics Education, Validity
