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Barlow, Elizabeth K.; Barlow, Angela T.; Nadelson, Louis S. – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2023

Advancements in computing have led to increased interest in integrating computational thinking in the K-12 curriculum. Computational thinking can be defined as a problem-solving process with the goal of developing algorithms that can be coded for computer use. With its emphasis on problem solving, the processes associated with computational…

Descriptors: Computation, Thinking Skills, Student Attitudes, Preservice Teachers

Barlow, Angela T.; Groves-Scott, Victoria – Mathematics Teacher: Learning and Teaching PK-12, 2020

When discussing mobile learning (or M-Learning), many educators tend to focus on the affordances of the technology. In this article, the authors feature the M-Learning Framework as a way to view the effective use of mobile devices. The framework includes three key features: (1) authenticity; (2) personalization; and (3) collaboration. These…

Descriptors: Educational Technology, Technology Uses in Education, Telecommunications, Handheld Devices

Barlow, Elizabeth K.; Barlow, Angela T. – Middle School Journal, 2020

Often, when middle-school students make mistakes, they tend to erase their work and record the correct answer without trying to understand what led to the mistake. In response, this article describes three opportunities educators can leverage for engaging students in the processes of reasoning and sense making about mathematics.

Descriptors: Middle School Students, Middle School Mathematics, Thinking Skills, Failure

Gerstenschlager, Natasha E.; Barlow, Angela T. – Teacher Development, 2019

Given US students' lack of international competitiveness in mathematics and science, many states have adopted the Common Core State Standards for Mathematics (CCSSM). To help ensure that the Standards for Mathematical Practice within the CCSSM and effective teaching practices are implemented appropriately, many teachers are emerging as teacher…

Descriptors: Teacher Leadership, Case Studies, Common Core State Standards, Program Implementation

Owens, David C.; Smith-Walters, Cindi; Barlow, Angela T. – International Journal of Designs for Learning, 2019

In this design case, we describe our work to develop a gameful learning design for use in an introductory, undergraduate biology laboratory course for science majors. Our design team included three university-based mathematics and science educators and a biologist responsible for the management of curriculum and instruction in the course under…

Descriptors: Undergraduate Study, College Science, Biology, Science Laboratories

Barlow, Angela T.; Edwards, Clayton Morgan; Robichaux-Davis, Rebecca; Sears, Ruthmae – Mathematics Teacher: Learning and Teaching PK-12, 2020

As 2020 draws to a close, so does this first volume of Mathematics Teacher: "Learning and Teaching PK-12" ("MTLT"). Ascribing to a digital-first philosophy, the articles comprising this first volume included digital assets such as classroom videos, author introductions, and digital applications (e.g., Desmos apps) and addressed…

Descriptors: Mathematics Instruction, Educational Technology, Electronic Learning, COVID-19

Lampley, Sandra A.; Gardner, Grant E.; Barlow, Angela T. – Teaching in Higher Education, 2018

Graduate teaching assistants (GTAs) are responsible for teaching the majority of biology undergraduate laboratory sections, although many feel underprepared to do so. This study explored the impact of biology GTA participation in a professional development model known as lesson study. Using a case study methodology with multiple qualitative data…

Descriptors: Teaching Assistants, Graduate Students, Lesson Plans, Pedagogical Content Knowledge

Owens, David C.; Sadler, Troy D.; Barlow, Angela T.; Smith-Walters, Cindi – Research in Science Education, 2020

Several studies have found active learning to enhance students' motivation and attitudes. Yet, faculty indicate that students resist active learning and censure them on evaluations after incorporating active learning into their instruction, resulting in an apparent paradox. We argue that the disparity in findings across previous studies is the…

Descriptors: Student Motivation, Active Learning, Resistance (Psychology), Undergraduate Students

Huang, Rongjin; Prince, Kyle M.; Barlow, Angela T. – The Mathematics Educator, 2017

This study examined how a ninth grade teacher improved an Algebra I lesson through a lesson study approach. We used multiple data sources to investigate the improvement of the lesson towards student-centered mathematics instruction, perceived benefits of the teacher, and factors associated with the improvement of teaching. The lesson group…

Descriptors: Mathematics Instruction, Grade 9, Algebra, Communities of Practice

Barlow, Angela T.; Gaddy, Angeline K.; Baxter, Wesley A. – Issues in Teacher Education, 2017

The purpose of this article is to explore the usefulness of a video-based tool for measuring teachers' mathematical knowledge for teaching. Unique to this tool is the use of a video featuring a mathematical disagreement that occurred in an elementary classroom. The authors define mathematical disagreements as instances in which students challenge…

Descriptors: Mathematics Teachers, Elementary School Teachers, Elementary School Mathematics, Mathematics Instruction

Willingham, James C.; Barlow, Angela T.; Stephens, D. Christopher; Lischka, Alyson E.; Hartland, Kristin S. – School Science and Mathematics, 2021

Two potentially impactful conceptions of mathematics and mathematics teaching, teachers' implicit theories (i.e., mindset) toward intelligence and mathematical ability, have not been well examined in the literature. This study established baseline characteristics for these constructs across grades K-12 teachers through a survey of background and…

Descriptors: Teacher Attitudes, Mathematics Skills, Elementary School Teachers, Secondary School Teachers

Barlow, Angela T.; Gerstenschlager, Natasha E.; Harmon, Shannon E. – Teaching Children Mathematics, 2016

In this article, three instructional situations demonstrate the value of using an "unknown" student's work to allow the advancement of students' mathematical thinking as well as their engagement in the mathematical practice of critiquing the reasoning of others: (1) introducing alternative solution strategies; (2) critiquing inaccuracies…

Descriptors: Mathematical Logic, Mathematics Activities, Mathematics Instruction, Mathematics Skills

Willingham, James C.; Strayer, Jeremy F.; Barlow, Angela T.; Lischka, Alyson E. – Mathematics Teaching in the Middle School, 2018

Middle-grades teachers and students can have different perspectives on the value of discussing students' mathematical mistakes, despite various classroom evidence that such discussions can help foster strong conceptual understanding. Some teachers consider student mistakes to be an opportunity to correct errors in individual student thinking.…

Descriptors: Mathematics Instruction, Misconceptions, Mathematical Concepts, Middle School Students

Barlow, Angela T.; Pair, Jeffrey D.; Hartland, Kristin; Schmidt, Teresa A.; Kassaee, Ameneh M.; Woodard, Cicely A. – Investigations in Mathematics Learning, 2021

Given the need to improve mathematics education in the U.S. (National Research Council, 2013), calls have been made for doctoral programs to provide students with professional support in teaching preservice teachers (PSTs). Although progress has been made, many doctoral programs are not devoted to the professional development of their students as…

Descriptors: Mathematics Teachers, Mathematics Instruction, Faculty Development, Doctoral Programs

Barlow, Angela T.; Lischka, Alyson E.; Willingham, James C.; Hartland, Kristin S. – Teaching Children Mathematics, 2017

This article describes a process called "Backing Up" which is a way to preassess student understanding of a topic and gauge student readiness to move forward in the learning process. This process of backing up begins with using responses to a word problem to identify categories of students' understandings in relation to the expectations…

Descriptors: Mathematics Instruction, Fractions, Mathematical Concepts, Concept Formation