This paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary…

In our mathematics methods courses for elementary preservice teachers, we work to uncover and confront students' understandings as well as misconceptions about important mathematical topics. Karp and colleagues' ("Teaching Children Mathematics", 21(1), 18-25) "13 Rules That Expire" article has been a useful resource for us to…

Mathematics education researchers suggest that it is important for teachers to select mathematics tasks that align with their goals for students; however, this can be challenging as there are many facets of alignment to consider. In this article, I present a rubric that details the alignment between tasks and learning goals. This rubric was…

Despite problem posing's prominence in mathematics education research, its implementation in classrooms is limited. Therefore, teacher educators should incorporate problem posing tasks into preparation programs to help prospective teachers gain confidence in their abilities. One approach to teaching problem posing includes providing examples. The…

Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs' practices, we operationalized six MKT subdomains in terms of approximations…

This study of a state-funded, 3-year implementation of an integrated STEM professional development (PD) program for teachers from two middle schools in the midwestern U.S. examined if participants in the PD were enabled to transform their practice and perceptions of STEM. An integrated STEM approach includes a focus on the STEM disciplines, along…

This paper presents the results of a Q-sort activity in which 38 grades 4-10 mathematics teachers reflected on their classroom teaching and ranked a set of teaching actions that support high-leverage mathematics teaching from most to least characteristic of their classroom teaching. Data analysis included examining the overall ranking of each…

Among dozens of factors that influence mathematics teaching in the elementary classroom, textbooks endure as a significant contributor to the conversation. While teachers have many considerations while lesson planning, the textbook often forms an important launch point in determining what to include in lessons and how to do so. It follows that…

The Indiana Science Initiative (ISI) is a systemic effort to reform K-8 science education. The program provides teachers with professional development, reform-oriented science modules, and materials support. To examine the impact of the initiative's professional development, a participant observation study was conducted in the program's pilot…

Implementing mathematically challenging tasks is difficult for teachers when working with emergent bilinguals because cognitively demanding tasks in mathematics commonly have high language demand. Currently, inadequate teacher preparation for teaching emergent bilinguals is becoming a significant concern in the United States as this population of…

The purpose of this phenomenological study was to explore how science teachers who persisted in urban schools interpreted and responded to the unique features of urban educational contexts. With 17 alumni who taught in metropolitan areas across seven states, the Science Educators for Urban Schools (SEUS) program provided a research setting that…

Providing preservice teachers with opportunities to engage with parents and begin to see them as collaborators in their children's education is a persistent challenge in mathematics methods courses and teacher preparation programs more broadly. We describe the use of family mathematics nights as a model for engaging parents and preservice…

Despite agreement among teacher educators, scholars, and policymakers on the importance of teachers' subject matter knowledge (SMK), existing models provide limited information about the nature of this foundational component of teacher knowledge. The common assumption is that teachers need to know more about the science subject matter than their…

Can participation in a 4-day workshop change science teachers' beliefs about reformed science teaching? We observe a significant difference between pre- and post-workshop surveys and explore an unexpected relationship involving teaching experience. Results of this exploratory study indicate a significant correlation between high school science…

A pilot study was conducted on a multimodal educational tool, Peruvian Food Chain Jenga (PFCJ), with 5th-grade students (N = 54) at a public charter school. The goal was to compare the effectiveness of the multimodal tool to a more traditional presentation of the same materials (food chain) using an experimental/control design. Data collection…