Zobrazeno 1 - 10
of 22
pro vyhledávání: '"David Glassmeyer"'
Publikováno v:
Georgia Educational Researcher, Vol 19, Iss 1 (2022)
Feedback is an essential form of communication between the student and teacher. Research has documented the importance of feedback in advancing student mathematical and critical thinking, with renewed recommendations to provide and use feedback in ma
Externí odkaz:
https://doaj.org/article/a90a29184ea4416883358f4576b4b986
Autor:
David Glassmeyer, Daniel Barton
Publikováno v:
Georgia Educational Researcher, Vol 17, Iss 1 (2020)
The importance of reasoning quantitatively is reflected in both mathematics education research and mathematical standards for K-12 students. In this article, we detail how a quantitative reasoning framework can be used to help differentiate two quant
Externí odkaz:
https://doaj.org/article/d9e72bcd6b2f45c697deff0b3d49f333
Publikováno v:
Frontiers in Education, Vol 4 (2019)
Research frameworks outline key aspects of STEM (science, technology, engineering, mathematics) integration for teachers, but translating this research into productive changes in teachers' classroom practices remains a challenge, particularly in scho
Externí odkaz:
https://doaj.org/article/9400718d10fe4c32a51bb297d8499cf1
Autor:
David Glassmeyer
Publikováno v:
Numeracy, Vol 12, Iss 1, p 10 (2019)
This study examines how a models-and-modeling perspective affected teachers' attention to quantitative reasoning in task design. A Model-Eliciting Activity (MEA) was implemented with 21 teachers over four weeks, challenging teachers to design a quant
Externí odkaz:
https://doaj.org/article/4e09158d68614fa0a0af5fca3e0687bd
Autor:
David Glassmeyer
Publikováno v:
PRIMUS. 33:705-713
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9a26faa21d16623666cec589c8a99813
https://doi.org/10.1080/10511970.2022.2163328
https://doi.org/10.1080/10511970.2022.2163328
Publikováno v:
STEAM. 5:1-11
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d8cdeed118ce541e471e3d31cc2cb9f5
https://doi.org/10.5642/steam.xhlg7669
https://doi.org/10.5642/steam.xhlg7669
Publikováno v:
International Journal of Mathematical Education in Science and Technology. :1-21
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d15530ddbe5d946bae4c3aa70b95d8c7
https://doi.org/10.1080/0020739x.2022.2053756
https://doi.org/10.1080/0020739x.2022.2053756
Publikováno v:
Journal for STEM Education Research. 4:278-300
Gender disparities in science, engineering, technology, and mathematics (STEM) degrees continue to be a global problem. Increasing equitable participation in STEM majors requires understanding how and why these disparities arise. This study examined
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b92d2d421326611b81d479c678d338c2
https://doi.org/10.1007/s41979-021-00050-6
https://doi.org/10.1007/s41979-021-00050-6
Publikováno v:
Mathematics Teacher: Learning and Teaching PK-12. 114:33-40
Tasks and materials that allow for different approaches can help teachers incorporate student reasoning and can promote connections across different mathematical ideas.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4210ca28046e3d9e1903235609f19c55
https://doi.org/10.5951/mtlt.2019.0276
https://doi.org/10.5951/mtlt.2019.0276
Publikováno v:
Mathematics Teacher: Learning and Teaching PK-12. 113:310-316
This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f32fc7ff4d02c333b7dfc686ca29e8bf
https://doi.org/10.5951/mtlt.2019.0145
https://doi.org/10.5951/mtlt.2019.0145