Lesson planning is a crucial component of effective mathematics instruction. However, existing lesson planning frameworks and design models do not explicitly foreground equity and inclusion within instructional planning which are necessary in teaching every student. The What-How-Who structure frames the planning process by foregrounding who the…

Facilitating meaningful discourse directly supports what students should be able to do with respect to the third of the eight Standards for Mathematical Practice (SMP 3) in the Common Core State Standards for Mathematics (NGA Center and CCSSO 2010): "Construct viable arguments and critique the reasoning of others" (p. 6). Following best…

Stemming from the realization of the importance of the role of explanation in the science classroom, the Next Generation Science Standards (NGSS Lead States 2013) call for appropriately supporting students to learn science, argue from evidence, and provide explanations. Despite the ongoing emphasis on explanations in the science classroom, there…

With the increasing attention and surge of empirical research in providing academic instruction for students with autism spectrum disorder (ASD) comes the need to provide teachers with research-supported strategies. Using one evidence-based strategy for teaching mathematics to students with high incidence disabilities, and another for teaching…

What role can district visual art administrators play in articulating an educationally valuable conception of creativity and in establishing a culture that targets creativity as an educational goal? How can art administrators help teachers implement creativity goals? How can they communicate creativity's importance to principals, parents, and…

This article presents the Snail problem, a relatively simple challenge about motion that offers engaging extensions involving the notion of infinity. It encourages students in grades 5-9 to connect mathematics learning to logic, history, and philosophy through analyzing the problem, making sense of quantitative relationships, and modeling with…

An emergent data analysis technique was employed to test the veracity of a conceptual framework constructed around visual data use and instruction in science classrooms. The framework incorporated all five key components Vosniadou (2007a, 2007b) described as existing in a learner's schema: framework theory, presuppositions, conceptual domains,…

Cross-grade studies are valuable for the development of sequential curriculum. However such studies are time and resource intensive and fail to provide a clear representation to integrate different levels of representational complexity. Lin (Lin, 2006; Lin & Chiu, 2006; Lin, Chiu, & Hsu, 2006) proposed a cladistics approach in conceptual…

The shift from science inquiry to science practices as recommended in the US reports "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" and the "Next Generation Science Standards" has implications for classroom/school level instruction and assessment practices and, therefore, for…

The Rose Review makes a number of worthy recommendations deserving implementation, especially those advising a gradual, three-phase shift towards subject-based studies from play-based practices. But Rose's attempt to make the Primary Curriculum manageable does not and probably could not succeed. The content-led nature of a Rose-Reviewed…

By definition, conceptual knowledge is rich in relationships and understanding the kind of knowledge that may be transferred between situations. Despite the lack of importance that Conceptual Physical Education has been given in previous physical education reform efforts, research findings have shown that Conceptual Physical Education along with…

In June 2018 the Canadian Mathematics Education Study Group/Groupe Canadien d'étude en didactique des mathématiques (CMESG/GCEDM) held its 42nd meeting in the idyllic setting of Squamish, British Columbia. This meeting marked the first time CMESG/GCEDM had been in British Columbia since 2010 and the first time it had been held at Quest University.…

This book represents a compilation of the views and ideas of the late Hans Freudenthal, representing his last major contribution to the field of mathematics education. Rather than a presentation of new views, Freudenthal selected and streamlined old ideas, many gathered from his lectures in China, and formed a review of questions and issues in…

Presents Merrill and Tennyson's model of teaching concepts which can be used in elementary and secondary social studies courses. A sample concept lesson is included. (RM)

Demonstrates a model for teaching concept attainment that gives students experience in conceptual thinking, by studying a particular concept inductively (examining examples and nonexamples), as students work together to come to shared meanings of the concept and then reflect upon their thinking. (SR)