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Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) recognizes the need to find a way to leverage assessment opportunities to improve teaching and learning at the classroom and school level. And although we know a lot about the importance and potential impact of formative assessment done right and well (NMAP 2008; Black and Wiliam 2010), a disconnect continues to exist among planning, teaching, and assessment—and thus, between teaching and learning—in too many classrooms. Assessment must be linked to the planning and instruction of a lesson—every day—ensuring that lesson activities inform teaching and learning for all students. Principles to Actions's eighth Mathematics Teaching Practice directs teachers to “elicit and use evidence of student thinking” (NCTM 2014, p. 53, emphasis added), but what are some ways to elicit this evidence?

Accrediting bodies and research have noted the divide between coursework and experiences pre-service teachers (PSTs) have during field placements. To address this issue, three teacher educators have integrated McDonald et al.'s (2013) cycle of learning to embed their teacher preparation coursework in the areas of mathematics and special education into local elementary school classrooms. These instructional activities consisted of PSTs experiencing or learning about the activity in the college/university classroom, co-planning and rehearsing the activity at the college/university with the teacher educator, enacting the activity individually or in pairs with whole class or small groups of elementary students at the elementary school, and then debriefing as a group with the teacher educator and classroom teacher after working with the elementary students. The three courses summarized in this chapter, and the subsequent student reflections, validate the effectiveness of this practice and signal a need for broader adoption in other content areas across teacher preparation programs.

Aus dem 4‐Hydroxy‐pyridin (I) erhält man mit Hexamethyldisilazan (II) den Silyläther (III), der mit dem Ribofuranosylchlorid (IV) zu den beiden Anomeren (Va) und (Vb) reagiert.

Have you ever looked at your students working in groups and wondered, “How can I ensure that all of my students are involved in solving this task?” With similar concerns, we found ourselves talking about complex instruction (Featherstone et al. 2011) as a way to help facilitate equitable participation within group work for our students. This Problem Solvers Problem highlights our collaborative efforts in designing a complex instruction task, which supports all students' contributions in problem solving.