The Experts below are selected from a list of 306 Experts worldwide ranked by ideXlab platform
Charles Munter - One of the best experts on this subject based on the ideXlab platform.
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Developing Visions of High-Quality Mathematics Instruction.
Journal for Research in Mathematics Education, 2014Co-Authors: Charles MunterAbstract:By synthesizing what has been learned with regard to critical dimensions of Mathematics classroom teaching and learning, and investigating the ways teachers and other school personnel characterize high-quality Mathematics Instruction, this study defines the notion of ‘Instructional vision’ and provides an initial categorization scheme. Motivating this work is the need to reliably document change in participants’ Instructional visions within an ongoing study of the institutional setting of Mathematics teaching, in which we hypothesize that improvement in teachers’ Instructional practices and student achievement will be greater in schools where teachers and Instructional leaders have a shared vision for high-quality Mathematics Instruction.
Andrea V. Mccloskey - One of the best experts on this subject based on the ideXlab platform.
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Opportunities for professional learning about Mathematics Instruction: the role of joint work in student-teaching triads
Journal of Mathematics Teacher Education, 2019Co-Authors: Gwendolyn M. Lloyd, Courtney L. Rice, Andrea V. MccloskeyAbstract:This paper reports about professional learning related to Mathematics Instruction in student-teaching triads. The study focuses on how the joint work of triads offers opportunities for the professional learning of student teachers (interns), mentor teachers, and supervisors. Two elementary student-teaching triads reported different areas of and opportunities for professional learning related to Mathematics Instruction, with more areas and richer opportunities reported by the triad with more extensive collaboration among its members. Findings suggest the need for professional development activities in which mentors and supervisors can examine their stances toward joint work and professional learning in triads.
Annie E. Koppel - One of the best experts on this subject based on the ideXlab platform.
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A Life Skills Approach to Mathematics Instruction Preparing Students with Learning Disabilities for the Real-Life Math Demands of Adulthood
Journal of learning disabilities, 1997Co-Authors: James R. Patton, Mary E. Cronin, Diane S. Bassett, Annie E. KoppelAbstract:Current Mathematics Instruction does not address the day-to-day needs of many students with learning disabilities. Although the vast majority of students with learning disabilities are not college bound, much of Mathematics Instruction provides college preparation. Too often, classes in Mathematics ignore the skills needed in the home and community and on the job. The present article examines the ways in which general Mathematics Instruction, focused on daily living skills, can easily be integrated into the classrooms of students with learning disabilities.
Jeremy F. Strayer - One of the best experts on this subject based on the ideXlab platform.
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Standards-based Mathematics Instruction and sociomathematical norms: Facilitating change in an undergraduate classroom
Investigations in Mathematics Learning, 2018Co-Authors: Melody J. Elrod, Jeremy F. StrayerAbstract:Research indicates that standards-based Mathematics Instruction positively supports students’ academic development. Although standards documents identify accepted best practices, they do not speak ...
Keith Smolkowski - One of the best experts on this subject based on the ideXlab platform.
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Student Practice Opportunities in Core Mathematics Instruction: Exploring for a Goldilocks Effect for Kindergartners With Mathematics Difficulties.
Journal of learning disabilities, 2019Co-Authors: Christian T. Doabler, Brian Gearin, Scott K. Baker, Mike Stoolmiller, Patrick C. Kennedy, Ben Clarke, Nancy J. Nelson, Hank Fien, Keith SmolkowskiAbstract:Opportunities for practice play a critical role in learning complex behaviors. In the context of explicit Mathematics Instruction, practice facilitates systematic opportunities for students with Mathematics difficulties (MD) to learn new Mathematics content and apply such knowledge and skills to novel Mathematics problems. This study explored whether there is an optimal amount of student practice that teachers should provide in core Mathematics Instruction to maximize the Mathematics achievement of kindergarten students with MD, a so called "Goldilocks effect," as opposed to simply "more is better." Results from observation data collected in a large-scale efficacy trial supported the latter rather than the former. Specifically, we found that three individual practice opportunities for every explicit teacher demonstration of mathematical content was associated with increased Mathematics achievement for students with MD relative to fewer practice opportunities. Implications for facilitating frequent student practice opportunities during core Mathematics Instruction and designing professional development for teachers who work with students with MD are discussed.
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examining the association between explicit Mathematics Instruction and student Mathematics achievement
Elementary School Journal, 2015Co-Authors: Christian T. Doabler, Scott K. Baker, Ben Clarke, Keith Smolkowski, Derek B Kosty, Saralyn J Miller, Hank FienAbstract:AbstractExplicit Instruction is a systematic Instructional approach that facilitates frequent and meaningful Instructional interactions between teachers and students around critical academic content. This study examined the relationship between student Mathematics outcomes and the rate and quality of explicit Instructional interactions that occur during core Mathematics Instruction in kindergarten classrooms using a multifaceted observation system. A total of 379 observations were conducted in 129 classrooms, involving approximately 2,200 students across a 2-year span. Results suggest that the rate and quality of Instructional interactions is related to student Mathematics achievement. Implications for Instruction and observation research are discussed.