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Baker, Courtney K.; Galanti, Terrie M.; Kraft, Tammy; Holincheck, Nancy; Hjalmarson, Margret; Nelson, Jill K. – Investigations in Mathematics Learning, 2022
The purpose of this study was to explore how university researcher professional development design decisions built and sustained K-8 partnerships which foregrounded mathematics in integrated STEM via model-eliciting activities (MEAs). We applied a self-study methodology to facilitate a longitudinal examination of our practice in this multi-year…
Descriptors: Researchers, Coaching (Performance), Mathematics Instruction, Capacity Building
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Appelgate, Mollie H.; Jurgenson, Kari – Investigations in Mathematics Learning, 2022
With student-centered, hands-on approaches to real-world problems, integrated STEM (science, technology, engineering, mathematics) curricula have the potential to engage students more authentically in multi-disciplinary learning and to learn mathematics more deeply. However, researchers have shown concern that the "M" is often a silent…
Descriptors: Elementary School Teachers, Elementary School Students, STEM Education, Mathematics Instruction
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Livers, Stefanie D. – Investigations in Mathematics Learning, 2022
Science, technology, engineering, and mathematics (STEM) education is important to producing students prepared for problem solving, critical analysis, and collaborative approaches to address the needs of the 21st century. For meaningful and intentional STEM instruction to occur, teachers need support and professional development. This paper…
Descriptors: Faculty Development, STEM Education, Environmental Education, Elementary School Teachers
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Burton, Megan – Investigations in Mathematics Learning, 2022
This study explores 17 elementary teacher candidates' perceptions of teaching mathematics before, during, after participating in a Science, Technology, Engineering, and Mathematics (STEM) teaching and learning experience. Teacher candidates responded to their perceptions about teaching mathematics in STEM classrooms and elementary mathematics…
Descriptors: Preservice Teacher Education, Elementary Education, STEM Education, Mathematics Instruction
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Roberts, Thomas; Maiorca, Cathrine; Jackson, Christa; Mohr-Schroeder, Margaret – Investigations in Mathematics Learning, 2022
Mathematics is foundational to integrated science, technology, engineering, and mathematics (STEM) education. Problem solving is central to integrated STEM and to the individual disciplines as evidenced by the practice standards of each discipline (e.g., Standards for Mathematical Practice, Science and Engineering Practices, and Technology and…
Descriptors: STEM Education, Integrated Curriculum, Problem Solving, Critical Thinking
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Conner, Kimberly A.; Krejci, Brooke – Investigations in Mathematics Learning, 2022
We examined high school geometry students' written work on four proof tasks where they posed a conjecture, drafted an argument, provided written critiques, then revised their argument based on peer feedback. Students' written work across the tasks was analyzed to determine whether the instructional sequence supported them in improving their…
Descriptors: Teaching Methods, Geometry, Mathematics Instruction, Validity
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Denham, André R.; Harbour, Kristin E.; Wind, Stefanie A. – Investigations in Mathematics Learning, 2022
There is strong theoretical and empirical support for the use of digital games for learning. Despite their research support, digital games are not widely used in mathematics classrooms. One main contributor to this lack of adoption is the paucity of extant research on the extent to which mathematics teachers are using digital games, how teachers…
Descriptors: Educational Games, Computer Games, Mathematics Instruction, Mathematics Education
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Edelen, Daniel; Bush, Sarah B.; Schmidt, Ashley; Fulton, Tandrea; Kebreab, Lybrya; Rutledge, Treshonda – Investigations in Mathematics Learning, 2022
In this paper, we aim to untangle positioning theory (Davies & Harré, 1990) and its implications for the field of mathematics education research, considering both existing use and potential use. Specific theoretical assumptions of positions or positionings in the context of learning mathematics are outlined. In this paper, a classroom-based…
Descriptors: Mathematics Education, Social Theories, Educational Research, Teaching Methods
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Baker, Courtney; Hjalmarson, Margret; Fennell, Francis – Investigations in Mathematics Learning, 2022
Mathematics specialists support the teaching and learning of K-12 mathematics and attend to school-based responsibilities and needs. This study examined the shifts in responsibilities of mathematics specialists during the COVID-19 pandemic to better-understand their current and potential future influence on mathematics teaching. An online survey…
Descriptors: Mathematics Education, Specialists, Teacher Leadership, Teacher Responsibility
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Creagar, Molly; Wakefield, Nathan; Smith, Wendy M.; Apkarian, Naneh; Voigt, Matthew – Investigations in Mathematics Learning, 2022
Active Learning is becoming a standard method of delivering instruction in mathematics courses across the country. Researchers, administrators, policy makers, and instructors all need access to valid means of measuring practices used in the classroom. Drawing on the Postsecondary Instructional Practices Survey, the Student Postsecondary…
Descriptors: Student Experience, Undergraduate Students, Introductory Courses, Teaching Methods
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Harper, Frances K.; Maher, Eryn M.; Jung, Hyunyi – Investigations in Mathematics Learning, 2021
Using mathematics as a tool to interrogate (in)justice and take action toward a more socially just world in PreK-12 mathematics shows promise for disrupting marginalization of Black and Brown students. Teachers, however, work within broader systems, structures, and discourses that shape their decisions and actions. Consequently, they likely feel…
Descriptors: Mathematics Instruction, Social Justice, White Teachers, Faculty Development
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Jett, Christopher C. – Investigations in Mathematics Learning, 2021
Equity-related issues are a critical contemporary concern in mathematics education, and one specific area that has been taken up deals with equitable instructional modalities. However, the focus of many of these discussions, meetings, and publications is on K-12 mathematics education. This study reports on one aspect of an ongoing, equity issue in…
Descriptors: Undergraduate Students, African American Students, Males, STEM Education
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Young, Jemimah; Cunningham, Jahneille A. – Investigations in Mathematics Learning, 2021
Young Black women face dual marginality in the classroom due to longstanding racial and gender stereotypes. However, critical examinations of their academic dispositions remain relatively absent from current discourse on Black student achievement. The mathematics dispositions of Black girls (N = 1707) who completed the High School Longitudinal…
Descriptors: African American Students, Females, Gender Bias, Racial Bias
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Dunleavy, Teresa K.; Marzocchi, Alison S.; Gholson, Maisie L. – Investigations in Mathematics Learning, 2021
In this paper, teacher educators located at three different universities across the United States share findings emerging from our collaboration around a suite of three activities that engage our teacher candidates (TCs) around their identities as future mathematics teachers. In particular, our TCs engaged in a suite of identity-based activities…
Descriptors: Preservice Teachers, Mathematics Teachers, Professional Identity, Secondary School Mathematics
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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
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