With the creation of interactive tasks that allow students to explore spatial ways of knowing in conjunction with their other ways of knowing the world, we create a space where students can make sense of information as they organize these new ideas into their already existing schema. Through the use of a Common Online Data Analysis Platform (CODAP) and data from Public Use Microdata Areas (PUMA), students can explore the communities in which they live and work, critically examining opportunities and challenges within a defined space.

Based on the novel framework of Academic Agency, this study explored how a teacher's sense of efficacy, commitment, and knowledge influenced their overall sense of responsibility in instructing all children in the science of mathematics. This study employed a two-phase data collection process in which surveys, classroom interviews, and observations were used to examine practicing teacher's beliefs regarding efficacy, commitment, content knowledge, and responsibility. Pearson Correlation and Multiple Linear Regression were employed as analysis tools to identify the direction and strength of the relationships existing between variables. Findings suggest that there is a positive correlation between a teacher's sense of efficacy and their overall sense of responsibility and also a teacher's sense of efficacy and of mathematics teaching efficacy. The second phase of the study, participant interviews, and observations provided a more detailed look at how four purposefully selected educators enacted their articulated beliefs. Hour-long semi-structured interviews were conducted along with classroom observation. The qualitative data collected from the four individuals were analyzed using NVivo software. Based on recorded coding structures, individuals were placed into four predetermined categories ranging from Custodial Emphasis to Focused Academic Agent. Findings suggest that a sense of responsibility may be a factor in educational decisions.

A critical consumer is able to ask questions and discern information about data—its collection and analysis, and is able to judge whether conclusions are warranted (GAISE, 2007; Best, 2001). Promoting statistical knowledge by exploring social issues that create disparities helps individuals foster initiative for positive change and engage in equitable practices (Moses & Cobb, 2001; Gutstein, 2006). This chapter explains investigations suitable for use with pre-service/in-service teachers and middle school or high school students. Investigations were structured to help participants: 1) Engage in statistical problem solving using real data; 2) Focus on the process of statistical investigation (Rossman & Chance, 2012); and 3) Consider statistics as a means of promoting social change. A description of investigations and sample artifacts are included.

Prospective elementary mathematics teachers (PTs) were asked to analyze 28 videos of cognitive interviews. The purpose of this study was to determine if experiences analyzing videos would lead to improvements in PTs’ professional noticing skills. Using a coding schema that reflected three levels of understanding (periphery, transitional, and accomplished), a frequency table was constructed that allowed PTs’ use and understanding of a noticing framework to be analyzed. Findings indicate that experiences analyzing videos leads to improvements in PTs’ professional noticing skills.

In this month's problem scenario, students engage in productive struggle to explore the part-whole fraction relationship by building triangles represented with pattern blocks. Each month, elementary school teachers receive a problem along with suggested instructional notes. Teachers are asked to use the problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.