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Mathematics Teacher Noticing
This is the first book to examine research on mathematics teacher noticing---how teachers pay attention to and make sense of what happens in the complexity of instructional situations.
Providing a Foundation for Teaching Mathematics in the Middle Grades
This book provides middle school teachers with a firm pedagogical foundation based on the manner in which students learn the mathematics being taught.
Intentional Talk
Math teachers know the first step to meaningful mathematics discussions is to ask students to share how they solved a problem and make their thinking visible; however, knowing where to go next can be a daunting task. In Intentional Talk: How to Structure and Lead Productive Mathematical Discussions , authors Elham Kazemi and Allison Hintz provide teachers with a framework for planning and facilitating purposeful math talks that move group discussions to the next level while achieving a mathematical goal.Through detailed vignettes from both primary and upper elementary classrooms, the authors provide a window into how teachers lead discussions and make important pedagogical decisions along the way. By creating equitable opportunities to share ideas, teachers can orient students to one another while enforcing that all students are sense makers and their ideas are valued. They examine students' roles as both listeners and talkers, offering numerous strategies for improving student participation.Intentional Talk includes a collection of lesson planning templates in the appendix to help teachers apply the right structure to discussions in their own classrooms.
Perspectives on Supported Collaborative Teacher Inquiry
Supported collaborative teacher inquiry (SCTI) describes the process of professional development in which teacher teams build collaborative structures for the purpose of inquiring into aspects of their own instructional practice. Professional development performed collaboratively and grounded in "the work teachers do" is a highly effective forum for challenging existing beliefs about content, learners, and teaching and using data and research to reflect on, and possibly change, instructional practice. The contributors to this volume describe supported collaborative inquiry as a framework for teacher professional development and provide specific empirical evidence found in examples of SCTI. The chapters focus on the building of collaborative support structures, nurturing an inquiry stance, progressing through an inquiry process, and the various kinds of support mechanisms necessary to engage in SCTI. This seminal work in teacher research will be of interest to scholars, students, teachers, and administrators seeking insight into teacher education, teacher leadership, and teacher inquiry.
Orchid Biology
Orchid Biology: Reviews and Perspectives, IX, (2007) presents a broad range of scientific subjects that represents the most current knowledge in orchidology. This volume includes chapters that discuss (1) Calaway Dodson, whose research on the orchids of Ecuador continues to inspire generations of botanists; (2) orchids pollinated by Lepidoptera; (3) a comprehensive survey of terrestrial orchid morphology; (4) the original writings (translated into English) on orchid seed germination by Noël Bernard; (5) the origin of Singapore's national flower, the well-known orchid Vanda 'Miss Joaquim'; (6) a thorough overview of the impact that DNA sequence data has made in orchid systematics by focusing...
The Evolution of Students' Understanding of Mathematical Induction
This dissertation examines how students' understandings of proof by mathematical induction evolved during an 8-week teaching experiment. The design of the experiment was informed by a theoretical perspective that is a synthesis of two complementary theories: the Theory of Didactical Situations (Brousseau, 1997) and the Necessity Principle, Harel's (1998) theory of intellectual need. This study provides an account of how the proof schemes and ways of understanding of a cohort of students progressed through three stages: pre-transformational, restrictive transformational, and transformational, as they worked through a series of proof by mathematical induction appropriate tasks. It also reports...
Coherent, Dynamic Accounts of Prospective Secondary Mathematics Teachers' Knowledge of and Beliefs about Mathematics
This thesis presents accounts of the mathematical knowledge and beliefs of eight prospective secondary mathematics teachers (PSTs) as they progressed through a six-week unit on division of fractions that was designed to bring about change in their knowledge of and beliefs about mathematics. These accounts capture the sense that the PSTs made of their experiences during the unit and investigate how their knowledge and beliefs interacted to both facilitate and prevent change. One of the pressing problems currently facing mathematics education reform efforts is that PSTs frequently leave college with critical gaps in their understanding of secondary school mathematics topics and with traditiona...
