| Title | Date | Views | Brief Description |
|---|
| Exploring the practices of selecting and sequencing strategies for whole-class discussions |
2020 |
366 |
This study focused on the practices of selecting and sequencing student strategies for whole-class discussions with teachers working toward a vision of teaching that is responsive to students’ mathematical thinking. In responsive teaching, students’ ... |
| Teaching moves and rationales of prospective elementary school teachers in one-on-one mathematical conversations with children |
2020 |
189 |
The narrative of what it means to be teachers and learners of mathematics is changing, redefining what we consider our vision of high-quality mathematics instruction to be. Therefore, we must think about how to support prospective and practicing teac... |
| Understanding teachers’ noticing of children’s mathematical thinking in written work from different sources |
2018 |
1654 |
Expertise in teacher noticing of children's thinking is central to a vision of responsive teaching in which teachers regularly elicit and build on children’s thinking during instruction (Richards & Robertson, 2016). In mathematics classrooms, this co... |
| Creating a pacing resource linked to new mathematics standards: collective sensemaking by multiple stakeholder groups |
2021 |
141 |
This dissertation showcases collective sensemaking in action. The study was situated in a larger North Carolina project, in which educators took a systems approach to update the state’s instructional guidance infrastructure during content standards r... |