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Examining Mathematics Teaching Practices
Sat, April 11, 3:45 to 5:15pm PDT (3:45 to 5:15pm PDT), Westin Bonaventure, Floor: Lobby Level, Beaudry BSession Type: Paper Session
Abstract
This session examines how mathematics teaching practices influence student learning across multiple contexts and approaches. The papers highlight the ways teachers provide feedback, structure learning opportunities, and adjust evidence-based strategies to meet diverse student needs, underscoring the complexity of relationships between teaching practices and student outcomes. The studies contribute to a deeper understanding of how mathematics instruction can be refined to support learners across grade levels and learning environments.
Sub Unit
Chair
Papers
Exploring Teacher Verbal Feedback in Chinese Primary Mathematics Classrooms: A Video-Based Study - Jingwen Wang, Institute of Curriculum and Instruction East China Normal University; Hao Xie, Institute of Curriculum and Instruction East China Normal University; Wenye Zhou, Institute of Curriculum and Instruction East China Normal University
How Teaching Practices Relate to Early Mathematics Competencies: A Non-linear Modeling Perspective - Christina D. Mulcahy, University of Denver; Yixiao Dong, University of California - Santa Barbara; Douglas H. Clements, University of Denver; Julie Sarama, University of Denver
Instructional Adaptations of Evidence-Based Mathematics Intervention for Tier 3: A Qualitative Study of Teacher Practices - Charissa Richards, University of Missouri; Syeda Sharjina Akther, University of Texas at Austin; Megyn Elizabeth Martin, University of Missouri; Emily A. Short, Southern Methodist University; Leanne R. Ketterlin-Geller, Southern Methodist University; Sarah R. Powell, University of Texas at Austin; Erica S. Lembke, University of Missouri
Scaling cognitive principles to large-scale educational contexts: Feasibility and Lessons Learned - Drew Barrett, WestEd; Bryan Matlen, WestEd