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Articles 1 - 30 of 48
Full-Text Articles in Education
A Roadmap For Trauma-Informed Practice Integration In Teacher Preparation Content, Kathryn S. Young, Ofelia Castro Schepers
A Roadmap For Trauma-Informed Practice Integration In Teacher Preparation Content, Kathryn S. Young, Ofelia Castro Schepers
Journal of Educational Research and Innovation
With the continued interest in trauma-informed practice (TIP) knowledge at the P-12 level, it has become imperative to consider the role of teacher preparation programs in providing this crucial knowledge to preservice educators. The TIP program at Mountain U (pseudonym) School of Education (SOE) is working to increase the current TIP knowledge of preservice teachers so that they are ready to implement TIP from the beginning of their careers. This paper adds to the trauma-informed literature in teacher preparation by describing the TIP initiative at Mountain U. It provides a roadmap for schools and departments that want to undertake this …
The Effect Of Gameplay On The Creative Self-Efficacy Of Educators In Hypothetical Classroom Management Situations, Weihsuan Lo, Erin C. Wachter, Chelsea R. Miller
The Effect Of Gameplay On The Creative Self-Efficacy Of Educators In Hypothetical Classroom Management Situations, Weihsuan Lo, Erin C. Wachter, Chelsea R. Miller
Journal of Educational Research and Innovation
In an ever-changing emotional, psychological, and physically developing world of education, it is important for educators to adapt creative skills to meet learners' needs. It is paramount for educators to develop creative skills to meet the needs of their learners and demonstrate effective classroom management. There is a gap between preservice teacher preparation and the reality of the day-to-day demands of educators. Game-based learning can provide a measure to fill that gap by providing a simulated experience for preservice teachers to encounter possible challenging scenarios. This concept of educational gameplay uses interactive learning that can improve the classroom response to …
Dot Card Number Talks: Illustrating Counting Strategies With Preservice Elementary Teachers, Robert Knurek
Dot Card Number Talks: Illustrating Counting Strategies With Preservice Elementary Teachers, Robert Knurek
Colorado Mathematics Teacher
A dot card number talk was implemented in a mathematics content course with preservice elementary teachers (PsETs) to highlight counting strategies that are commonly seen in elementary school mathematics. PsETs' sketches on the dot cards showcase many different strategies, such as counting-all, counting-on, matching, and subitizing. While their illustrations demonstrated these different strategies, their answers were ultimately the same. The dot card number talk sparked meaningful conversations and helped PsETs distinguish between the counting strategies.
Building Logarithms As Functions, Derek A. Williams
Building Logarithms As Functions, Derek A. Williams
Colorado Mathematics Teacher
Students traditionally struggle to conceptualize logarithms as families of functions in their own right. I present an approach to support students' understanding of logarithmic functions. The common properties of logarithms become defining characteristics, which complements the traditional approach of studying logarithms as the inverses of exponentials.
The Advantages Of Algebra For Learning Proof, Samuel Otten, Mitchelle M. Wambua
The Advantages Of Algebra For Learning Proof, Samuel Otten, Mitchelle M. Wambua
Colorado Mathematics Teacher
Calls to expand proof beyond geometry are usually based on the general benefits of proving for students, but this essay argues that proof should be extended to algebra because the representational systems in algebra are well suited for understanding the generality and deductive flow of proofs.
Making It Work! Increasing Collaboration Between Our Special Education And General Education Licensure Programs At Msu Denver, Rebecca L. Canges, Lisa Altemueller, Kara Halley
Making It Work! Increasing Collaboration Between Our Special Education And General Education Licensure Programs At Msu Denver, Rebecca L. Canges, Lisa Altemueller, Kara Halley
Journal of Educational Research and Innovation
Teachers have been identified as one of the most important factors in the success of inclusive education. However, many preservice teachers report feeling inadequately prepared for supporting the needs of students with disabilities in their classroom. The following paper presents a detailed look at how one Institution of Higher Education has been working to build a collaborative program so that their preservice elementary and secondary teachers graduate with a higher rate of self-efficacy for teaching students with disabilities in an inclusive classroom.
Gender Differences In Socio-Emotional And Socio-Cultural Perspectives Of Middle School Students In Stem Learning, Danielle A. Riney, Heng-Yu Ku
Gender Differences In Socio-Emotional And Socio-Cultural Perspectives Of Middle School Students In Stem Learning, Danielle A. Riney, Heng-Yu Ku
Journal of Educational Research and Innovation
This study investigated the socio-emotional and socio-cultural perspectives of 137 middle school students toward STEM learning in the U.S. Through a 27-item 5-point Likert scale, students’ responses were gathered to complete factor analysis, compute descriptive analysis, and calculate statistical differences found between genders. In socio-emotional learning, female participants scored higher than male participants in the grit and social-awareness factors, while both genders scored similarly in the self-efficacy factor. In socio-cultural learning, male participants scored higher than female participants in the socio-cultural influences factor while both genders scored similarly in the personal focus in STEM factor. However, a statistically significant difference …
Three Questions From Cctm Teachers About Mathematical Modeling, Robyn Stankiewicz-Van Der Zanden, Rachel Levy
Three Questions From Cctm Teachers About Mathematical Modeling, Robyn Stankiewicz-Van Der Zanden, Rachel Levy
Colorado Mathematics Teacher
This article shares three questions and answers about mathematical modeling in the classroom from an April 2020 online conversation with participants of a CCTM webinar. We hope that the answers to these questions will motivate teachers to embrace the value of implementing math modeling tasks, help students see the math all around them in the world, and empower future professionals to reach for the mathematical tools in their pockets to make data-driven decisions.
Pre-Service Teachers As Curriculum Makers: What Could Social Justice Look Like In A Middle School Curriculum?, Brittany A. Aronson, Emily Culberson, Britt Hochstetler, Suzanne Lowman, Ash Mccartney, Jocelyn Mcminimy, Emily Murphy, Ralph Newlin, Emily Santen, Rachel Sutphin, Megan Terlau, Nicholas Vrzal, Imani Wheeler
Pre-Service Teachers As Curriculum Makers: What Could Social Justice Look Like In A Middle School Curriculum?, Brittany A. Aronson, Emily Culberson, Britt Hochstetler, Suzanne Lowman, Ash Mccartney, Jocelyn Mcminimy, Emily Murphy, Ralph Newlin, Emily Santen, Rachel Sutphin, Megan Terlau, Nicholas Vrzal, Imani Wheeler
Journal of Educational Research and Innovation
In this article, we answer the questions 1) What could social justice look like in the middle school curriculum; 2) How do we help young adolescents recognize and repudiate racism and other forms of social injustice; and 3) What are some lessons learned from a middle level teacher preparation with a focus on social justice ? By presenting three examples of social justice curriculum created by pre-service teachers in their teacher leadership education course, we argue for spaces that allow pre-service teachers to be curriculum-makers if we are truly seeking social justice educators in schools. We conclude, through the perspective …
Book Review Of Motivation Matters And Interest Counts, Cassie Gannett
Book Review Of Motivation Matters And Interest Counts, Cassie Gannett
Colorado Mathematics Teacher
This book review of Motivation Matters and Interest Counts, written by by James A. Middleton and Amanda Jansen, yields insights for educators looking for ways to engage students in learning mathematics.
Mathematical Modeling: Part 1 Of Series, Catherine Martin
Mathematical Modeling: Part 1 Of Series, Catherine Martin
Colorado Mathematics Teacher
The Guidelines for Assessment and Instruction in Mathematical Modeling Education (GAIMME), released in April 2016, provides specific guidance and support to teachers as they incorporate the practice of mathematical modeling into classroom instruction.
Arcs: Activities With Rigor And Coherence, Janet Oien
Arcs: Activities With Rigor And Coherence, Janet Oien
Colorado Mathematics Teacher
ARCs are Activities with Rigor and Coherence. They integrate a wide array of resources from the National Council of Teachers of Mathematics to optimize opportunities for learning.
How I See Addition Facts, Jason Zimba
How I See Addition Facts, Jason Zimba
Colorado Mathematics Teacher
At a "Saturday School," work with flashcards is customized to a student’s current state of mastery.
Procedural Fluency, Sandie Gilliam
Procedural Fluency, Sandie Gilliam
Colorado Mathematics Teacher
This article presents main points from Diane Briars’ session, Supporting Teachers in Building Procedural Fluency from Conceptual Understanding, presented at the 2016 Annual Conference of the National Council of Supervisors of Mathematics.
Committing To Equity: Going Beyond Teaching Mathematics, Nora Ramirez
Committing To Equity: Going Beyond Teaching Mathematics, Nora Ramirez
Colorado Mathematics Teacher
There are many actions that can impact the goal of achieving equity in—and access to—school mathematics. A few actions are presented, some not often addressed, because one might not think them directly related to the teaching and learning of mathematics.
Math Discourse, Joanie Funderburk
Math Discourse, Joanie Funderburk
Colorado Mathematics Teacher
Meaningful mathematical discourse can serve to build shared understanding of mathematical ideas.
From The Editor's Desk, Sandie Gilliam
From The Editor's Desk, Sandie Gilliam
Colorado Mathematics Teacher
The Colorado Mathematics Teacher received the 2016 Publication Award for best newsletter from the National Council of Teachers of Mathematics.
Connecting Algebra To Geometry: A Transition Summer Camp For At-Risk Students, Mary E. Pilgrim, John Bloemker
Connecting Algebra To Geometry: A Transition Summer Camp For At-Risk Students, Mary E. Pilgrim, John Bloemker
Colorado Mathematics Teacher
The authors share how they designed curriculum for a summer algebra camp, for eighth graders in a district serving high proportions of Latino students. They discuss the impact the algebra camp had on students’ confidence in mathematics and mathematical ability.
Nctm 2015 Summer High School Institute, Jennifer Perego, Mary E. Pilgrim
Nctm 2015 Summer High School Institute, Jennifer Perego, Mary E. Pilgrim
Colorado Mathematics Teacher
NCTM’s 2015 High School Interactive Institute engaged teachers in learning opportunities to promote effective mathematics teaching. Through keynote speeches, interactive workshops, and facilitated task discussion groups, teachers reflected on current and best practices, participated in classroom-ready lessons, and collaborate with other educators.
Book Review Of Mathematical Mindsets, Leigh Ann Kudloff
Book Review Of Mathematical Mindsets, Leigh Ann Kudloff
Colorado Mathematics Teacher
This book review of Jo Boaler's Mathematical Mindsets yields insight into how teachers can build their students’ mindsets to improve math achievement.
Why Zombies Love Me: Shifting Mathematical Mindsets, Stephanie Hammes
Why Zombies Love Me: Shifting Mathematical Mindsets, Stephanie Hammes
Colorado Mathematics Teacher
An elementary teacher shares how a year of mindset lessons and messages impacted students’ mathematics experiences.
President's Message, Joanie Funderburk
President's Message, Joanie Funderburk
Colorado Mathematics Teacher
Avoid temptation to keep students from experiencing struggle. Promote students’ productive struggle, by providing rich tasks and problems for students to engage with, anticipating student difficulties, and planning questions and supports.
From The Editor's Desk, Sandie Gilliam
From The Editor's Desk, Sandie Gilliam
Colorado Mathematics Teacher
Reflect on the 2015-2016 school year and plan for the summer.
Review Of Mathematical Imagining: A Routine For Secondary Classrooms By Christof Weber, Geoff Krall
Review Of Mathematical Imagining: A Routine For Secondary Classrooms By Christof Weber, Geoff Krall
Colorado Mathematics Teacher
This book review of Christof Weber's Mathematical Imagining yields insight into the routine of mathematical imagining and offers practitioners advice on how to incorporate the routine in the classroom. A brief summary of the book is provided, followed by commentary on potential benefits of mathematical imagining, connection to other research, and suggestions for accommodating for emergent bilingual students. Readers are encouraged to follow up with a reading of the original book.
Virtual Manipulatives: Making Effective Instructional Choices, Katie L. Anderson-Pence
Virtual Manipulatives: Making Effective Instructional Choices, Katie L. Anderson-Pence
Colorado Mathematics Teacher
This article gives three tips for the effective use of virtual manipulatives in mathematics instruction to promote active engagement and student learning: (1) match the virtual manipulative to the learning target; (2) determine the task to pose to students; and (3) encourage discourse.
The Curriculum Review Process: A Powerful Learning Opportunity, Laura Neuberg, Juli Lenzotti
The Curriculum Review Process: A Powerful Learning Opportunity, Laura Neuberg, Juli Lenzotti
Colorado Mathematics Teacher
We describe the value and learnings that came from participating in a curriculum review and adoption process.
Developing Purposeful Questions And Analyzing Student Reasoning: Two Tools, Frederick Peck, Jessica Alzen, Derek Briggs, Raymond Johnson
Developing Purposeful Questions And Analyzing Student Reasoning: Two Tools, Frederick Peck, Jessica Alzen, Derek Briggs, Raymond Johnson
Colorado Mathematics Teacher
We introduce two tools to help teachers develop purposeful questions and collaboratively analyze student reasoning.
Formative Assessment: What We Don't Learn From "Just Answers", Shelby K. Cole
Formative Assessment: What We Don't Learn From "Just Answers", Shelby K. Cole
Colorado Mathematics Teacher
High stakes summative assessments include questions that are proxies of expectations outlined in standards as evidence of students’ proficiency in mathematics. While these proxies can provide valuable snapshots of student learning, this does not always neatly translate to classrooms in support of formative assessment.
Formative Assessments: You Have Options, Shelly Ray Parsons
Formative Assessments: You Have Options, Shelly Ray Parsons
Colorado Mathematics Teacher
Formative assessment provides powerful opportunities to enhance and improve classroom experiences. Educators have the ability to empower students every day in the classroom through active learning opportunities using formative assessment strategies.
President's Message, Joanie Funderburk
President's Message, Joanie Funderburk
Colorado Mathematics Teacher
Assessment refers to more than just high-stakes tests. Teachers assess students every time they ask a question, have students share work on the board, review a homework assignment, or solicit student questions during a lesson.