Abstract The purpose of this study was to examine mathematics preservice teacher (PST) learning to notice for equity as they participated in an experimental, practice‐based methods course. Activities intended to support PST learning included the use of equity‐based lenses in video analysis, live lesson observations, and case study analysis. We analyzed PSTs' noticing for equity throughout the course and examined both the foci and depth of their noticing. We focused on three case study participants for an in‐depth investigation of trends in their noticing. We present how PSTs attended to and made sense of equity at the beginning and end of the course and describe their focus as primarily dominant (equity framed as access) or critical (equity framed as affirming identity). Findings indicated that activities with equity‐based lenses supported PSTs in noticing equity along the dominant and critical axes. We conclude with implications for mathematics teacher educators who are interested in supporting PSTs' learning about and development of equitable pedagogies.
{"title":"Supporting mathematics preservice teachers in noticing for equity","authors":"Melissa Graham, Amy Roth McDuffie","doi":"10.1111/ssm.12619","DOIUrl":"https://doi.org/10.1111/ssm.12619","url":null,"abstract":"Abstract The purpose of this study was to examine mathematics preservice teacher (PST) learning to notice for equity as they participated in an experimental, practice‐based methods course. Activities intended to support PST learning included the use of equity‐based lenses in video analysis, live lesson observations, and case study analysis. We analyzed PSTs' noticing for equity throughout the course and examined both the foci and depth of their noticing. We focused on three case study participants for an in‐depth investigation of trends in their noticing. We present how PSTs attended to and made sense of equity at the beginning and end of the course and describe their focus as primarily dominant (equity framed as access) or critical (equity framed as affirming identity). Findings indicated that activities with equity‐based lenses supported PSTs in noticing equity along the dominant and critical axes. We conclude with implications for mathematics teacher educators who are interested in supporting PSTs' learning about and development of equitable pedagogies.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135758647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School Science and MathematicsEarly View EDITORIAL Engaging hearts and minds in assessment and validation research Jonathan D. Bostic, Corresponding Author Jonathan D. Bostic [email protected] Bowling Green State University, Bowling Green, Ohio, USA Correspondence Jonathan D. Bostic, Bowling Green State University, Bowling Green, OH, USA. Email: [email protected]Search for more papers by this author Jonathan D. Bostic, Corresponding Author Jonathan D. Bostic [email protected] Bowling Green State University, Bowling Green, Ohio, USA Correspondence Jonathan D. Bostic, Bowling Green State University, Bowling Green, OH, USA. Email: [email protected]Search for more papers by this author First published: 12 October 2023 https://doi.org/10.1111/ssm.12621 Ideas in this work stem from multiple grant-funded research studies supported by the National Science Foundation (NSF# 1720646; 1920621; 2100988; 2201165). Any opinions, findings, conclusions, or recommendations expressed by the authors do not necessarily reflect the views of the National Science Foundation. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association. Bostic, J. (2017). Moving forward: Instruments and opportunities for aligning current practices with testing standards. Investigations in Mathematics Learning, 9(3), 109–110. Bostic, J. (2019). We can do better! Intersection Points, 44(6), 3–4. Bostic, J. (2021). Think alouds: Informing scholarship and broadening partnerships through assessment. Applied Measurement in Education, 34(1), 1–9. Bostic, J., Lesseig, K., Sherman, M., & Boston, M. (2021). Classroom observation and mathematics education research. Journal of Mathematics Teacher Education, 24, 5–31. https://doi.org/10.1007/s10857-019-09445-0 Carney, M., Bostic, J., Krupa, E., & Shih, J. (2022). Interpretation and use statements for instruments in mathematics education. Journal for Research in Mathematics Education, 53(4), 334–340. Cronbach, L. J. (1988). Five perspectives on validity argument. In H. Wainer & H. Braun (Eds.), Test Validity (pp. 3–17). Erlbaum. Folger, T., Bostic, J., & Krupa, E. (2023). Defining test-score interpretation, use, and claims: Delphi study for the validity argument. Educational Measurement: Issues and Practice,
Jonathan D. Bostic，通讯作者Jonathan D. Bostic [email protected] Bowling Green州立大学，Bowling Green State University, Bowling Green State University, Bowling Green, OH, USA。电子邮件:[Email protected]搜索本文作者Jonathan D. Bostic的更多论文，通讯作者Jonathan D. Bostic [Email protected] Bowling Green State University, Bowling Green, Ohio, USA通信Jonathan D. Bostic, Bowling Green State University, Ohio, USA。邮箱:[Email protected]搜索本文作者的更多论文首次发表:2023年10月12日https://doi.org/10.1111/ssm.12621本文的思想来源于美国国家科学基金会(NSF# 1720646;1920621;2100988;2201165)。作者表达的任何意见、发现、结论或建议不一定反映美国国家科学基金会的观点。阅读全文taboutpdf ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare给accessShare全文accessShare全文accessShare请查看我们的使用条款和条件，并勾选下面的框来分享文章的全文版本。我已经阅读并接受了Wiley在线图书馆使用共享链接的条款和条件，请使用下面的链接与您的朋友和同事分享本文的全文版本。学习更多的知识。复制URL共享链接共享一个emailfacebooktwitterlinkedinreddit微信本文无摘要参考文献美国教育研究协会、美国心理学会、全国教育测量委员会。(2014)。教育和心理测试标准。美国教育研究协会。Bostic, J.(2017)。前进:将当前实践与测试标准结合起来的工具和机会。数学学习研究，9(3)，109-110。Bostic, J.(2019)。我们可以做得更好!交点，44(6)，3-4。Bostic, J.(2021)。大声思考:通过评估通知奖学金和扩大伙伴关系。教育应用测量，34(1)，1 - 9。Bostic, J.， Lesseig, K.， Sherman, M.和Boston, M.(2021)。课堂观察与数学教育研究。数学教师教育学报，24,5-31。https://doi.org/10.1007/s10857-019-09445-0 Carney, M.， Bostic, J.， Krupa, E.， & Shih, J.(2022)。数学教学中仪器的解释和使用说明。数学教育研究，53(4)，334-340。Cronbach, l.j.(1988)。有效性论证的五种观点。在H. Wainer & H. Braun(编)，测试效度(第3-17页)。Erlbaum。Folger, T.， Bostic, J.， & Krupa, E.(2023)。定义考试成绩的解释、使用和要求:德尔菲研究的有效性论证。教育测量:问题与实践，42(3)，22-38。https://doi.org/10.1111/emip.12569 Jonson, j.l， & Geisinger, k.f .(2022)。教育和心理测试的公平性:检验2014年标准的理论、研究、实践和政策含义。中小城镇。凯恩，m.t.(2013)。验证考试成绩的解释和使用。教育测量学报，50(1)，1 - 73。克鲁帕，E.，卡尼，M.，和博斯蒂克，J.(2019)。仪器验证方法。教育应用测量，32(1)，1 - 9。Lavery, M.， Jong, C.， Krupa, E.和Bostic, J.(2019)。在考虑有效性的情况下进行评估。在J. Bostic, E. Krupa， & J. Shih(编)，数学教育背景下的评估:理论框架和新方向(第12-39页)。劳特利奇。Melhuish, K.， & Hicks, M.(2019)。大学生数学概念量表的效度论证。在J. Bostic, E. Krupa， & J. Shih(编)，数学知识的定量测量:研究工具和观点(第121-151页)。劳特利奇。国家研究委员会。(2001)。了解学生所知道的。评估基础委员会。国家科学院出版社。帕迪拉,J.-L。Benitez, I.(2014)。基于反应过程的效度证据。热物理学报，26(1)，136-144。Shepard, l.a.(2016)。评估测试有效性:重复和进展。教育评估:原则、政策与实践，23(2)，268-280。威尔逊，M.和威尔莫特，D.(2019)。利用BEAR评估系统(BAS)收集效度证据:一个数学评估的视角。在J. Bostic, E. Krupa， & J. Shih(编)，数学教育背景下的评估:理论框架和新方向(第63-89页)。劳特利奇。在问题包含之前的早期视图在线版本的记录参考信息
{"title":"Engaging hearts and minds in assessment and validation research","authors":"Jonathan D. Bostic","doi":"10.1111/ssm.12621","DOIUrl":"https://doi.org/10.1111/ssm.12621","url":null,"abstract":"School Science and MathematicsEarly View EDITORIAL Engaging hearts and minds in assessment and validation research Jonathan D. Bostic, Corresponding Author Jonathan D. Bostic [email protected] Bowling Green State University, Bowling Green, Ohio, USA Correspondence Jonathan D. Bostic, Bowling Green State University, Bowling Green, OH, USA. Email: [email protected]Search for more papers by this author Jonathan D. Bostic, Corresponding Author Jonathan D. Bostic [email protected] Bowling Green State University, Bowling Green, Ohio, USA Correspondence Jonathan D. Bostic, Bowling Green State University, Bowling Green, OH, USA. Email: [email protected]Search for more papers by this author First published: 12 October 2023 https://doi.org/10.1111/ssm.12621 Ideas in this work stem from multiple grant-funded research studies supported by the National Science Foundation (NSF# 1720646; 1920621; 2100988; 2201165). Any opinions, findings, conclusions, or recommendations expressed by the authors do not necessarily reflect the views of the National Science Foundation. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association. Bostic, J. (2017). Moving forward: Instruments and opportunities for aligning current practices with testing standards. Investigations in Mathematics Learning, 9(3), 109–110. Bostic, J. (2019). We can do better! Intersection Points, 44(6), 3–4. Bostic, J. (2021). Think alouds: Informing scholarship and broadening partnerships through assessment. Applied Measurement in Education, 34(1), 1–9. Bostic, J., Lesseig, K., Sherman, M., & Boston, M. (2021). Classroom observation and mathematics education research. Journal of Mathematics Teacher Education, 24, 5–31. https://doi.org/10.1007/s10857-019-09445-0 Carney, M., Bostic, J., Krupa, E., & Shih, J. (2022). Interpretation and use statements for instruments in mathematics education. Journal for Research in Mathematics Education, 53(4), 334–340. Cronbach, L. J. (1988). Five perspectives on validity argument. In H. Wainer & H. Braun (Eds.), Test Validity (pp. 3–17). Erlbaum. Folger, T., Bostic, J., & Krupa, E. (2023). Defining test-score interpretation, use, and claims: Delphi study for the validity argument. Educational Measurement: Issues and Practice, ","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"167 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136014310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christa Jackson, Kelley Buchheister, Cynthia E. Taylor
Abstract To develop an equity‐centered orientation in teacher education programs, it is essential to recognize what prospective teachers (PTs) attend to in classroom events and how they relate these events to mathematics instruction. We examined how race‐gender intersections of a child (Black boy, Black girl, White boy, and White girl) in a written vignette shape PTs' noticing. Using an intersectional noticing lens, we analyzed PTs' responses with respect to race‐gender intersections. The results indicated how racism and sexism can permeate PTs' implicit bias, positionality, and social expectations, which continue to oppress Blacks and girls within mathematics teaching and learning.
{"title":"Attending to what prospective teachers notice about students' intersecting identities","authors":"Christa Jackson, Kelley Buchheister, Cynthia E. Taylor","doi":"10.1111/ssm.12609","DOIUrl":"https://doi.org/10.1111/ssm.12609","url":null,"abstract":"Abstract To develop an equity‐centered orientation in teacher education programs, it is essential to recognize what prospective teachers (PTs) attend to in classroom events and how they relate these events to mathematics instruction. We examined how race‐gender intersections of a child (Black boy, Black girl, White boy, and White girl) in a written vignette shape PTs' noticing. Using an intersectional noticing lens, we analyzed PTs' responses with respect to race‐gender intersections. The results indicated how racism and sexism can permeate PTs' implicit bias, positionality, and social expectations, which continue to oppress Blacks and girls within mathematics teaching and learning.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136212002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Teacher noticing is a crucial aspect of responsive and ambitious mathematics teaching, allowing educators to understand students' mathematical thinking and make informed decisions. However, this noticing is influenced by teachers' insider knowledge (i.e., past and present knowledge and experience with students), which is shaped by societal norms, biases, and expectations, including potentially harmful deficit discourses. This study investigates teachers' noticing of written work from a situated perspective using qualitative secondary analysis. The goal of this work is to exemplify upper elementary teachers' use of historical knowledge gained from classroom interactions or informal school settings, along with local and broader contextual factors. Data analysis included elementary teachers' noticing mathematical thinking in written work from their class, their use of insider knowledge of their students, and distinctions in orientations toward students and their thinking. Results indicate how insider knowledge enhances, impedes, or does not impact individual teachers' focus on the details and reasoning evidenced in their students' strategies. The findings contribute to a more nuanced understanding of the complexities of teacher noticing and emphasize the importance of acknowledging the socio–cultural and historical context which is needed for equitable mathematics teaching. Implications are discussed.
{"title":"Exemplifying the situated nature of teacher noticing: Elementary teachers' use of insider knowledge","authors":"Naomi A. Jessup","doi":"10.1111/ssm.12598","DOIUrl":"https://doi.org/10.1111/ssm.12598","url":null,"abstract":"Abstract Teacher noticing is a crucial aspect of responsive and ambitious mathematics teaching, allowing educators to understand students' mathematical thinking and make informed decisions. However, this noticing is influenced by teachers' insider knowledge (i.e., past and present knowledge and experience with students), which is shaped by societal norms, biases, and expectations, including potentially harmful deficit discourses. This study investigates teachers' noticing of written work from a situated perspective using qualitative secondary analysis. The goal of this work is to exemplify upper elementary teachers' use of historical knowledge gained from classroom interactions or informal school settings, along with local and broader contextual factors. Data analysis included elementary teachers' noticing mathematical thinking in written work from their class, their use of insider knowledge of their students, and distinctions in orientations toward students and their thinking. Results indicate how insider knowledge enhances, impedes, or does not impact individual teachers' focus on the details and reasoning evidenced in their students' strategies. The findings contribute to a more nuanced understanding of the complexities of teacher noticing and emphasize the importance of acknowledging the socio–cultural and historical context which is needed for equitable mathematics teaching. Implications are discussed.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135146817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This sequential mixed methods study applies a recently published model of integrated science, technology, engineering, and mathematics (STEM) teacher identity to analyze teacher artifacts from a graduate STEM education course for in‐service teachers ( n = 23). This model captures the complexity of integrating STEM in elementary classrooms as an intertwining of professional teacher identity and STEM learning identity. Increases in participating teachers' self‐efficacy and STEM career awareness motivated the research team to look for explanatory qualitative evidence in teacher reflections. Analysis using the nine dimensions of the model elicited robust evidence of professional teacher identity (teaching interest, self‐efficacy, motivation, self‐image, and task perception) and limited evidence of STEM learner identity (competence, performance, recognition, and content interest) in teachers' identity statements. Changes in self‐efficacy and STEM career awareness were associated with only three of nine identity dimensions. Application of this model of integrated STEM teacher identity can provide a deeper understanding of teacher readiness to engage elementary students in authentic problem solving. Findings indicate that purposeful prompting of reflection in STEM teacher education informed by the model may support the cultivation of integrated STEM teacher identities.
{"title":"Applying a model of integrated STEM teacher identity to understand change in elementary teachers' STEM self‐efficacy and career awareness","authors":"Nancy M. Holincheck, Terrie M. Galanti","doi":"10.1111/ssm.12610","DOIUrl":"https://doi.org/10.1111/ssm.12610","url":null,"abstract":"Abstract This sequential mixed methods study applies a recently published model of integrated science, technology, engineering, and mathematics (STEM) teacher identity to analyze teacher artifacts from a graduate STEM education course for in‐service teachers ( n = 23). This model captures the complexity of integrating STEM in elementary classrooms as an intertwining of professional teacher identity and STEM learning identity. Increases in participating teachers' self‐efficacy and STEM career awareness motivated the research team to look for explanatory qualitative evidence in teacher reflections. Analysis using the nine dimensions of the model elicited robust evidence of professional teacher identity (teaching interest, self‐efficacy, motivation, self‐image, and task perception) and limited evidence of STEM learner identity (competence, performance, recognition, and content interest) in teachers' identity statements. Changes in self‐efficacy and STEM career awareness were associated with only three of nine identity dimensions. Application of this model of integrated STEM teacher identity can provide a deeper understanding of teacher readiness to engage elementary students in authentic problem solving. Findings indicate that purposeful prompting of reflection in STEM teacher education informed by the model may support the cultivation of integrated STEM teacher identities.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135251189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jessica L. Jensen, Melissa A. Gallagher, Shaimaa Scrivner, Morgan Love Mitchell
Abstract Research indicates that teachers may hold biases against multilingual learners (MLs). However, there is limited research regarding how teachers notice MLs' mathematical thinking. Given the complexity of teacher noticing and multilinguality, the lead researchers developed the Equitably Attending to and Interpreting a Student's Mathematical Thinking (EAST) framework to support preservice teachers' development of equitable noticing skills. Using a pre‐ and post‐intervention study design and EAST based lessons, we explored differences in preservice teachers' equitable noticing of MLs' mathematical thinking. We collected data on a noticing assessment from two groups of preservice teachers, 21 of whom received the EAST lessons, and 39 of whom received lessons on eliciting and interpreting student thinking without a focus on equity. Preservice teachers in both groups noticed components of the EAST framework, but more often noticed issues of access and achievement, and rarely attended to issues of identity or power. Findings from the study provide insight into what equitable noticing of a MLs' mathematical thinking entails, as well as areas for further development in both teaching and research regarding equitable noticing.
{"title":"Preservice teachers equitably attending to and interpreting multilingual students' mathematical thinking","authors":"Jessica L. Jensen, Melissa A. Gallagher, Shaimaa Scrivner, Morgan Love Mitchell","doi":"10.1111/ssm.12608","DOIUrl":"https://doi.org/10.1111/ssm.12608","url":null,"abstract":"Abstract Research indicates that teachers may hold biases against multilingual learners (MLs). However, there is limited research regarding how teachers notice MLs' mathematical thinking. Given the complexity of teacher noticing and multilinguality, the lead researchers developed the Equitably Attending to and Interpreting a Student's Mathematical Thinking (EAST) framework to support preservice teachers' development of equitable noticing skills. Using a pre‐ and post‐intervention study design and EAST based lessons, we explored differences in preservice teachers' equitable noticing of MLs' mathematical thinking. We collected data on a noticing assessment from two groups of preservice teachers, 21 of whom received the EAST lessons, and 39 of whom received lessons on eliciting and interpreting student thinking without a focus on equity. Preservice teachers in both groups noticed components of the EAST framework, but more often noticed issues of access and achievement, and rarely attended to issues of identity or power. Findings from the study provide insight into what equitable noticing of a MLs' mathematical thinking entails, as well as areas for further development in both teaching and research regarding equitable noticing.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135645734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Work in teacher noticing has captured to what extent teachers notice students' thinking on paper and pencil tasks and technology tasks, yet no one study has considered how the same group of teachers notices across task types. This study used Jacobs et al.'s (Journal for Research in Mathematics Education, 2010, 41(2), pp: 169–202.) professional noticing of students' thinking framework to guide the design and analysis of prospective secondary mathematics teachers' (PSMTs) noticing of high school students' thinking on two geometry tasks: a paper and pencil task and a technology task. High school students' written work and a video clip were shared as the artifacts from which to notice for each task. PSMTs responded to a set of noticing prompts to capture how they were attending, interpreting, and deciding to respond to students' thinking for each task. Their written responses to these questions were then open coded for each noticing component and codes from each task were compared to reveal any differences in the content of PSMTs' noticing across task types. Results revealed differences between tasks for each component skill of noticing. Implications of these findings for mathematics teacher educators and future research are discussed.
关于教师注意的工作已经捕捉到了教师在多大程度上注意到学生在纸笔任务和技术任务上的思考，但没有一项研究考虑过同一组教师如何注意到不同类型的任务。本研究采用Jacobs et al. (Journal for Research in Mathematics Education, 2010, 41(2)， pp: 169-202 .)对学生思维框架的专业注意，来指导准中学数学教师(PSMTs)对高中生在纸笔任务和技术任务两个几何任务上思维的注意设计和分析。高中学生的书面作业和一段视频片段被分享为每个任务需要注意的人工制品。psmt对一组注意提示作出反应，以捕捉他们如何参与、解释和决定响应学生对每个任务的思考。然后，他们对这些问题的书面回答对每个注意成分进行开放编码，并比较每个任务的代码，以揭示psmt在不同任务类型的注意内容中的差异。结果显示，注意技能的每个组成部分在任务之间存在差异。本文还讨论了这些发现对数学教师教育者和未来研究的意义。
{"title":"Comparing teacher noticing on paper and pencil and technology tasks","authors":"Kayla Chandler","doi":"10.1111/ssm.12614","DOIUrl":"https://doi.org/10.1111/ssm.12614","url":null,"abstract":"Abstract Work in teacher noticing has captured to what extent teachers notice students' thinking on paper and pencil tasks and technology tasks, yet no one study has considered how the same group of teachers notices across task types. This study used Jacobs et al.'s (Journal for Research in Mathematics Education, 2010, 41(2), pp: 169–202.) professional noticing of students' thinking framework to guide the design and analysis of prospective secondary mathematics teachers' (PSMTs) noticing of high school students' thinking on two geometry tasks: a paper and pencil task and a technology task. High school students' written work and a video clip were shared as the artifacts from which to notice for each task. PSMTs responded to a set of noticing prompts to capture how they were attending, interpreting, and deciding to respond to students' thinking for each task. Their written responses to these questions were then open coded for each noticing component and codes from each task were compared to reveal any differences in the content of PSMTs' noticing across task types. Results revealed differences between tasks for each component skill of noticing. Implications of these findings for mathematics teacher educators and future research are discussed.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135645738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Research has proven that when students are tracked and experience some form of exclusionary discipline, their risk of dropping out of school increases significantly. These effects are compounded for students from low socioeconomic households and students of color. However, there exists a gap in the literature concerning how tracking in specific subjects (mathematics) can influence disciplinary outcomes for students. This study uses the theoretical framework of intersectionality to examine the influence of mathematics tracking while taking into consideration students' identity (socioeconomic status, race/ethnicity, and gender), on their likelihood of receiving an in‐school suspension (ISS). To examine the effects, we asked the research question: Does tracking in mathematics influence the likelihood of students receiving an ISS in the eleventh grade based on their race/ethnicity, gender, and SES identity? Using both logistic regressions with a reference group and single group, we found that enrollment in a non‐advanced course in the eleventh grade for Asian boys and girls, Latinx girls, multiracial boys and girls, and White boys and girls increased ISS odds more than their racial and SES identity. This study concludes with recommendations for educators seeking to eliminate tracking in secondary schools.
{"title":"Double jeopardy? Examining the influence of mathematics tracking on in‐school suspensions through an intersectionality framework","authors":"Kristian Edosomwan, John A. Williams","doi":"10.1111/ssm.12607","DOIUrl":"https://doi.org/10.1111/ssm.12607","url":null,"abstract":"Abstract Research has proven that when students are tracked and experience some form of exclusionary discipline, their risk of dropping out of school increases significantly. These effects are compounded for students from low socioeconomic households and students of color. However, there exists a gap in the literature concerning how tracking in specific subjects (mathematics) can influence disciplinary outcomes for students. This study uses the theoretical framework of intersectionality to examine the influence of mathematics tracking while taking into consideration students' identity (socioeconomic status, race/ethnicity, and gender), on their likelihood of receiving an in‐school suspension (ISS). To examine the effects, we asked the research question: Does tracking in mathematics influence the likelihood of students receiving an ISS in the eleventh grade based on their race/ethnicity, gender, and SES identity? Using both logistic regressions with a reference group and single group, we found that enrollment in a non‐advanced course in the eleventh grade for Asian boys and girls, Latinx girls, multiracial boys and girls, and White boys and girls increased ISS odds more than their racial and SES identity. This study concludes with recommendations for educators seeking to eliminate tracking in secondary schools.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135643982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Even though the Next Generation Science Standards (NGSS) were released over a decade ago, science is still infrequently taught in early childhood and elementary classrooms. A lack of teacher confidence due to inadequate content knowledge may be a contributing factor, making access to high‐quality elementary science methods courses even more imperative. This article highlights preservice elementary teachers’ use of an interactive word wall, an instructional strategy that explicitly documented their experiences with disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. Students enrolled in four undergraduate elementary science methods sections participated in the creation, implementation, and evaluation of their classroom's interactive word wall. Through written assignments, classroom discussions, and photographic documentation, students helped to identify seven benefits of using this strategy while collaboratively building their interactive word walls. This article describes the process of setting up the word walls, the students’ choices during the construction of the walls, and their reflections on the benefits and challenges associated with using an interactive word wall at the university level. This article provides teacher educators with a strategy to strengthen students’ understanding of the NGSS framework and encourages preservice teachers to reflect upon how to use this strategy in their future classrooms.
{"title":"Interactive word walls for <scp>3D</scp> learning: Visually representing the <scp>NGSS</scp> in elementary science methods courses","authors":"Meredith Reinhart","doi":"10.1111/ssm.12606","DOIUrl":"https://doi.org/10.1111/ssm.12606","url":null,"abstract":"Abstract Even though the Next Generation Science Standards (NGSS) were released over a decade ago, science is still infrequently taught in early childhood and elementary classrooms. A lack of teacher confidence due to inadequate content knowledge may be a contributing factor, making access to high‐quality elementary science methods courses even more imperative. This article highlights preservice elementary teachers’ use of an interactive word wall, an instructional strategy that explicitly documented their experiences with disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. Students enrolled in four undergraduate elementary science methods sections participated in the creation, implementation, and evaluation of their classroom's interactive word wall. Through written assignments, classroom discussions, and photographic documentation, students helped to identify seven benefits of using this strategy while collaboratively building their interactive word walls. This article describes the process of setting up the word walls, the students’ choices during the construction of the walls, and their reflections on the benefits and challenges associated with using an interactive word wall at the university level. This article provides teacher educators with a strategy to strengthen students’ understanding of the NGSS framework and encourages preservice teachers to reflect upon how to use this strategy in their future classrooms.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135458075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This ethnography explores the locally defined and culturally negotiated roles and responsibilities of elementary science specialists (ESS) in three New York City schools. Drawing upon interviews with ESS, classroom teachers, and building administrators, this study examines the roles and interactions of ESS with regards to instruction, support, and leadership as analyzed through a distributed leadership lens. The implementation pattern matched the characteristics of the science as a special model of elementary content specialization. While lacking specific qualifications or clearly defined roles, ESS were primary, exclusive, or supplementary providers of science instruction. Urban ESS leveraged relationships with various classroom generalists and faced challenges in navigating science leadership responsibilities such as curriculum coordination, communication, and support of classroom teachers.
{"title":"Science as a “Special”: Navigating the role of science specialist in urban elementary schools","authors":"Darcy M. Ronan","doi":"10.1111/ssm.12597","DOIUrl":"https://doi.org/10.1111/ssm.12597","url":null,"abstract":"Abstract This ethnography explores the locally defined and culturally negotiated roles and responsibilities of elementary science specialists (ESS) in three New York City schools. Drawing upon interviews with ESS, classroom teachers, and building administrators, this study examines the roles and interactions of ESS with regards to instruction, support, and leadership as analyzed through a distributed leadership lens. The implementation pattern matched the characteristics of the science as a special model of elementary content specialization. While lacking specific qualifications or clearly defined roles, ESS were primary, exclusive, or supplementary providers of science instruction. Urban ESS leveraged relationships with various classroom generalists and faced challenges in navigating science leadership responsibilities such as curriculum coordination, communication, and support of classroom teachers.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135458197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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