Science and Mathematics Education Commons^™

Teaching With A Full Deck: Card Sorts, Lindsey Herlehy

Publications & Research

Card sorts tend to make students do the “thing” we value most: talk. Beyond making matches, card sorts provide opportunities for students to classify, rank, sequence, and mind map while setting a natural context for argumentation and use of the claim-evidence-reasoning framework. Join me for a series of card sorts to explore how this easy-to-prep tool will encourage your students to reason and think critically. Math and science resources will be shared.

Resources available below for download include all cards used in the training.

Sliding Into An Equitable Lesson, Kelley E. Buchheister 6872059, Christa Jackson, Cynthia E. Taylor

Department of Child, Youth, and Family Studies: Faculty Publications

A kindergarten teacher uses Gutierrez's four dimensions of equity to design and facilitate geometry instruction.

Equitable instruction is reflected in how students are positioned in the classroom and how their identities evolve through purposeful interactions that value and recognize the intellectual capacity of each student (Gutiérrez 2013; Lemons-Smith 2008). These integral interactions occur when teachers and students exchange problem-solving strategies, discuss relations among various mathematical representations, and listen to the viewpoints of others (NCTM 2000; 2014).

Maths Games: A Universal Design Approach To Mathematical Reasoning, Kelley E. Buchheister, Christa Jackson, Cynthia E. Taylor

Department of Child, Youth, and Family Studies: Faculty Publications

By incorporating math games into the classroom, through the principles of Universal Design teachers are able to address mathematical content, reasoning and problem solving, as well as tailoring games to address students' individual needs.

‘When I Am Being Rushed It Slows Down My Brain’: Constructing Self-Understandings As A Mathematics Learner, Rachel Lambert

Education Faculty Articles and Research

Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and …

Elements Of Proximal Formative Assessment In Learners’ Discourse About Energy, Benedikt W. Harrer, Rachel E. Scherr, Michael C. Wittmann, Hunter G. Close, Brian W. Frank

Faculty Publications

Proximal formative assessment, the just-in-time elicitation of students' ideas that informs ongoing instruction, is usually associated with the instructor in a formal classroom setting. However, the elicitation, assessment, and subsequent instruction that characterize proximal formative assessment are also seen in discourse among peers. We present a case in which secondary teachers in a professional development course at SPU are discussing energy flow in refrigerators. In this episode, a peer is invited to share her thinking (elicitation). Her idea that refrigerators move heat from a relatively cold compartment to a hotter environment is inappropriately judged as incorrect (assessment). The "instruction" (peer …

Framing In Cognitive Clinical Interviews About Intuitive Science Knowledge: Dynamic Student Understandings Of The Discourse Interaction, Rosemary S. Russ, Victor R. Lee, Bruce L. Sherin

Instructional Technology and Learning Sciences Faculty Publications

Researchers in the science education community make extensive use of cognitive clinical interviews as windows into student knowledge and thinking. Despite our familiarity with the interviews, there has been very limited research addressing the ways that students understand these interactions. In this work we examine students’ behaviors and speech patterns in a set of clinical interviews about chemistry for evidence of their tacit understandings and underlying expectations about the activity in which they are engaged. We draw on the construct of framing from anthropology and sociolinguistics and identify clusters of behaviors that indicate that students may alternatively frame the interview …