Reflecting on Knowledge of Student Thinking and Knowledge of Disciplinary Discourse

This is an excerpt from JMTE 2018’s article by Sarah Quebec Fuentes and Jingjing Ma entitled “Promoting teacher learning: a framework for evaluating the educative features of mathematics curriculum materials”. Connecting to my research: Video studies deepen teachers’ knowledge about how students reason about mathematics. Russell (2007) promote that teachers must continue to augment their understanding…

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Supporting “Pedagogical Courage” through Instantiating One’s Practice

Connecting Research to Practice: In the Spring of 2019 and Summer of 2019, we designed a professional development course focused on developing teachers’ mathematics teaching practices. Using NCTM’s Principles to Action (2014), we designed the Spring course as a 15 week course. We spend each week focused on a teaching practice where teachers selected a…

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Catalyzing Change-position students as being “math strong” with mathematical powers that empowers

Worked with 52 amazing Gr 3-8 VA teachers @VaSCL on using learning progression to position students as being “math strong” with mathematical powers that empowers them-moving away from deficit language to catalyze change in Elem & Middle School and bring #ETP Equitable Teaching Practices in the math class @kmorrowleong @Mathburner @math_rickard @Deb_crawford @nctm Launched the…

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Math Modeling Networked Improvement Communities (MMNIC)

Lewis, C. (2015). What is improvement science? Do we need it in education? Educational Researcher, 44(1), 54–61. process of improving practice through systematic inquiry HOW DO WE ACCELERATE RESEARCH THAT SHOWS EVIDENCE OF POSITIVE OUTCOMES> Education researchers engage in improving practice, but their findings are seldom shared beyond their school, district, or state (Zeichner, 2001).…

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