Enhancing and Transforming Virtual Instruction

Barlow, Amy; Edwards, Clayton M.; Robichaux-Davis, Rebecca; Sears, Ruthmae

doi:10.5951/mtlt.2020.0283

Cited by 3 publications

(1 citation statement)

References 11 publications

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“…The quality of the tasks implemented in the mathematics lessons in remote instruction is one of the factors that determine the learning opportunities provided to students as in face-to-face instruction (Barlow et al, 2020). If the quality of remote instruction is high, students' learning loss in mathematics lessons would be less than that of low-quality remote instruction (Dorn et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Examining the Quality of the Elementary School Mathematics Tasks Recommended for Distance Education

Dede

Ünal

Yilmaz

2023

Cukurova University Faculty of Education Journal

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As a result of the COVID-19 pandemic, distance education started at K-12 levels in the spring semester of the 2019-2020 school year. The Ministry of National Education had also published instructional tasks to be used in distance education at all grade levels in order to create mathematics learning opportunities for students and to provide resources for teachers. Well-structured and high-quality instructional tasks play an important role in students' learning mathematics. The aim of this study is to examine the quality of the elementary school mathematics tasks recommended for distance remedial education from multiple perspectives, in particular their cognitive demand levels. A total of 85 tasks focusing on 79 critical objectives in grades 1-4 mathematics were examined using document analysis. Results of this study showed that the majority of the tasks were at low cognitive demand level, cognitive demand levels did not show a balanced distribution, and some tasks had mathematical errors.

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Section: Introductionmentioning

confidence: 99%

Examining the Quality of the Elementary School Mathematics Tasks Recommended for Distance Education

Dede

Ünal

Yilmaz

2023

Cukurova University Faculty of Education Journal

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Transforming K-12 Mathematics Classroom Teacher Pedagogy Through Virtual Number Talks

Joswick

Fletcher

Meador

2021

Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning

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Number Talks is a popular K-12 mathematics routine utilized in classrooms across the United States. Number Talks allows teachers to elicit and respond to students' mathematical thinking through the development of an encouraging classroom community and provide opportunities for students to engage in critical thinking, collaboration, communication, and creativity. In this chapter, the authors report their “virtualization” of the Number Talks routine and the development of a teacher learning cycle that supports implementation of this practice. The virtualization of Number Talks is illustrated through the pedagogical transformation of one teacher, who begins the teacher learning cycle skeptical of the value of Number Talks and ends with an innovative Virtual Number Talks practice that benefited both students and teachers in her school. This teacher's implementation of Virtual Number Talks and engagement in the “4C” of 21st century learning demonstrate a transformation of pedagogy that uses technology to create rich online mathematics learning experiences.

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Reform-Based Mathematics Teaching in the United States

Karatas

Safak

Bulut

et al. 2022

Global Perspectives and Practices for Reform-Based Mathematics Teaching

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This chapter examined the trends in reform-based mathematics teaching practices in the United States classrooms. The authors systematically analyzed the journal articles in the Mathematics Teacher: Learning and Teaching PK-12 (MTLT) in order to reveal the current practices that practitioners and experts in mathematics education deem significant and worthy. They found that the most trending reform practices were mathematical discourse, conceptual understanding, task selection, and real-life applications. They discussed each trending practice through sample strategies and provided examples from the reviewed articles. They also identified the least trending reform practices that need attention and discussed associated challenges.

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Enhancing and Transforming Virtual Instruction

Abstract: In this article, the authors examine how to implement ideas taken from MTLT’s Front-and-Center articles in virtual classrooms.

Cited by 3 publications

References 11 publications

Examining the Quality of the Elementary School Mathematics Tasks Recommended for Distance Education

Examining the Quality of the Elementary School Mathematics Tasks Recommended for Distance Education

Transforming K-12 Mathematics Classroom Teacher Pedagogy Through Virtual Number Talks

Reform-Based Mathematics Teaching in the United States

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