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Showing 46 to 60 of 71 results Save | Export
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Herbel-Eisenmann, Beth A.; Johnson, Kate R.; Otten, Samuel; Cirillo, Michelle – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
The mathematics register refers to the forms of meaning and styles of communication characteristic to the mathematics disciplinary community. An important role of teachers is to support students in developing facility with the mathematics register in order to support students' learning. This study focuses on the ways in which a group of secondary…
Descriptors: Secondary School Teachers, Mathematics Instruction, Teaching Methods, Vocabulary Development
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Suh, Heejoo; Musselman, Alexandria Theakston; Herbel-Eisenmann, Beth; Steele, Michael D. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
In this paper, we share our dilemma of disrupting teachers' deficit frames of students. The data comes from a professional development program with nine secondary mathematics teachers. In particular, we attended to when teachers talk about "low-level" students. Drawing on Harré and van Langenhove's (1999) idea of positioning, we examined…
Descriptors: Teacher Attitudes, Faculty Development, Secondary School Teachers, Mathematics Teachers
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Eisenmann, Linda – Journal of Higher Education, 2004
This article uses the discipline of history to explore these questions. While not a teeming group, historians of higher education have employed their disciplinary lens to advance several lines of significant postsecondary inquiry (for example, issues of access, social mobility, professionalism, gender, and regionalism). This article first traces…
Descriptors: Educational History, Historians, Higher Education, Educational Research
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Males, Lorraine M.; Otten, Samuel; Herbel-Eisenmann, Beth A. – Journal of Mathematics Teacher Education, 2010
This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher-educator-researcher as the facilitator of this project. The professional development collaboration comprised two phases: one…
Descriptors: Action Research, Collegiality, Mathematics Teachers, Professional Development
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Otten, Samuel; Herbel-Eisenmann, Beth A.; Males, Lorraine M. – Mathematics Teacher, 2010
The purpose of this article is to provide an image of what proof could look like in beginning algebra, a course that nearly every secondary school student encounters. The authors present an actual classroom vignette in which a rich opportunity for student reasoning arose. After analyzing the proof schemes at play, the authors provide a…
Descriptors: Mathematical Logic, Algebra, Validity, Mathematics Instruction
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Cirillo, Michelle; Bruna, Katherine Richardson; Herbel-Eisenmann, Beth – Multicultural Perspectives, 2010
In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics. (Contains 1 figure.)
Descriptors: Second Language Learning, English (Second Language), Language Acquisition, English Instruction
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Herbel-Eisenmann, Beth; Sinclair, Nathalie; Chval, Kathryn B.; Clements, Douglas H.; Civil, Marta; Pape, Stephen J.; Stephan, Michelle; Wanko, Jeffrey J.; Wilkerson, Trena L. – Journal for Research in Mathematics Education, 2016
The NCTM Research Committee identifies key influences on mathematics education that are largely outside the domain of the academic world in which most mathematics education researchers live. The groups that are identified--including the media, companies and foundations, and other academic domains--affect the public's perception of mathematics and…
Descriptors: Mathematics Education, Mathematics, Story Telling, Educational Researchers
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Stephan, Michelle L.; Chval, Kathryn B.; Wanko, Jeffrey J.; Civil, Marta; Fish, Michael C.; Herbel-Eisenmann, Beth; Konold, Clifford; Wilkerson, Trena L. – Journal for Research in Mathematics Education, 2015
Mathematics education researchers seek answers to important questions that will ultimately result in the enhancement of mathematics teaching, learning, curriculum, and assessment, working toward ensuring that all students attain mathematics proficiency and increasing the numbers of students from all racial, ethnic, gender, and socioeconomic groups…
Descriptors: Mathematics Education, Educational Research, Barriers, Financial Support
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Herbel-Eisenmann, Beth; Bartell, Tonya Gau; Breyfogle, M. Lynn; Bieda, Kristen; Crespo, Sandra; Dominguez, Higinio; Drake, Corey – Journal of Urban Mathematics Education, 2013
In this essay, the authors provide a rationale for the need to break the silence of privilege and oppression in mathematics education. They begin by providing a brief rationale from their personal and professional perspectives, which includes background about planning and executing the Privilege and Oppression in the Mathematics Preparation of…
Descriptors: Social Bias, Mathematics Education, Teacher Educators, Teacher Education Programs
Herbel-Eisenmann, Beth; Wagner, David – International Group for the Psychology of Mathematics Education, 2005
We outline a framework for investigating how a mathematics textbook positions the mathematics learner. We use tools and concepts from discourse analysis, a field of linguistic scholarship, to illustrate the ways in which a textbook can position people in relation to mathematics and how the text can position the mathematics learner in relation to…
Descriptors: Textbooks, Linguistics, Discourse Analysis, Transfer of Training
Arbaugh, Fran; Herbel-Eisenmann, Beth; Ramirez, Nora; Knuth, Eric; Kranendonk, Henry; Quander, Judith Reed – National Council of Teachers of Mathematics, 2010
In August 2008, the National Council of Teachers of Mathematics (NCTM) brought together approximately 60 mathematics education researchers and practitioners for a 4-day working conference. During this working conference, the participants analyzed over 350 mathematics education practitioner-generated questions in seven areas: assessment,…
Descriptors: Mathematics Education, Mathematics Teachers, Conferences (Gatherings), Workshops
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Eisenmann, Linda – Educational Review, 2002
In post-World War II United States, women were caught between competing patriotic, economic, cultural, and psychological ideologies dictating their behavior. Differences between these expectations and challenges to behavioral norms provoked tensions in women's education that lasted until the women's movement of the 1960s. (Contains 25 references.)…
Descriptors: Citizenship Education, Expectation, Females, Ideology
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Herbal-Eisenmann, Beth A.; Breyfogle, M. Lynn – Mathematics Teaching in the Middle School, 2005
This article describes different ways that teachers and students interact in mathematics classrooms and the implications of those interactions for students' opportunities to share their thinking. (Contains 1 figure.)
Descriptors: Mathematics Instruction, Teaching Methods, Questioning Techniques, Middle School Students
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Herbel-Eisenmann, Beth A.; Phillips, Elizabeth Difanis – Mathematics Teaching in the Middle School, 2005
This article describes a set of learning activities that use algebraic problems and written student work to help preservice and in-service teachers understand students' algebraic thinking. (Contains 4 figures.)
Descriptors: Teaching Methods, Algebra, Preservice Teachers, Mathematics Teachers
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Herbel-Eisenmann, Beth A.; Lubienski, Sarah Theule; Id-Deen, Lateefah – Journal of Mathematics Teacher Education, 2006
This paper discusses the case of one teacher, Jackie, whose instructional practices illuminate the importance of textbooks and student/parent expectations in shaping pedagogy. Jackie teaches in the Plainview district, which offers parents and students a choice between a reform-oriented, integrated curriculum ("Core Plus") and a more…
Descriptors: Integrated Curriculum, Mathematics Education, Educational Change, Educational Practices
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