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This study aims to explore the perceptions of elementary mathematics teachers regarding assessment for learning (AfL). The participants of this study included three elementary mathematics teachers, each with over 5 years of teaching experience at Sukkur IBA community colleges and schools in Sindh, Pakistan. These participants were selected using purposive sampling techniques. A qualitative exploratory case study research approach was used, with data collected through semi-structured interviews and observations. To ensure the trustworthiness of the study, the interview guide and observation checklist were reviewed by experts. The data were analyzed using thematic analysis. The findings of this study revealed that teachers had a limited understanding of the concept of assessment for learning. Based on these results, the study recommends several measures: the initiation of an assessment literacy program, an increase in class time, reducing the number of students per class, using moveable chairs to enhance classroom flexibility, and making amendments to the assessment policy. [ABSTRACT FROM AUTHOR]

Traditionally, learning among young students has taken place within structured, physical classroom settings. However, the emergence of distance learning has introduced a diverse range of learning methods, including online, hybrid, and blended approaches. When the COVID-19 pandemic led to extended delays in in-person instruction, use of educational technologies such as asynchronous videos and online platforms were deployed to deliver mathematics curricula aligned with the Common Core State Standards (CCSS), though best practices for teaching mathematics asynchronously are not well studied. This study focuses on exploring the effectiveness of a math course on proportional reasoning that was co-designed, developed, and deployed in 5th and 6th grade Orange County classrooms. Examining the learning experience design (LXD) paradigm, this research focuses on discerning its influence on (n = 303) children's engagement during their involvement in an online, video-based math course. LXD is implemented by combining evidence-based pedagogical instructional design with human-centered user experience (UX) design. The study utilized a structural equation model to analyze the relationships between learners' user experiences, situational interest, mind-wandering, and online engagement. The results demonstrated significant direct effects between students' situational interest, user experience, and their level of online engagement. Findings also indicate that students' situational interest and mind-wandering significantly mediate the relationship between their user experiences and online engagement. These results have important theoretical and practical implications for researchers, designers, and instructors. By combining evidenced-based pedagogical learning design with human-centered user experience design, LX designers can promote situational interest, reduce mind-wandering, and increase engagement in elementary mathematics courses conducted in asynchronous online settings. [ABSTRACT FROM AUTHOR]

Building on previous findings that preschool children develop an awareness of base-ten structure from informal exposure to multidigit numbers, we tested whether kindergarten children would benefit from formal place value instruction, using this informal foundation as a starting point. A total of 124 U.S. kindergarten students participated in a school-based study that used a pretest-training-posttest design. One group of students completed 20 brief lessons focused on the relational structure of base-ten symbols, using activities informed by cognitive science research on relational learning. A second group of students completed 20 practice sessions on single-digit addition and subtraction problems. Both groups showed growth in place value understanding, but students in the experimental curriculum showed greater growth than children in the control group on measures that required precise understanding of base-ten syntax (i.e., counts of base-ten units). Educational Impact and Implications Statement: Previous studies have shown that preschool children develop partial understanding of multidigit number meanings outside of school, likely through learning mechanisms that support comparisons and making connections. In this study, we asked whether having this informal foundation enables kindergarteners to learn from formal instruction in place value earlier than previously believed, and furthermore, whether this accelerated learning is evident on place value activities that can be performed with rough estimates of place value meaning, place value activities that require precise understandings base-ten notation, or both. We designed 20 short lessons that scaffolded children's comparisons to help them discover symbol meanings through repeated exposures. Growth in place value understanding was observed in children who received these lessons, as well as those who received business-as-usual single-digit calculation practice and background informal learning; however, students who received place value instruction made greater gains than the control group in their precise understanding of base-ten units. [ABSTRACT FROM AUTHOR]

The implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) policy in the Philippine basic education has gained traction among educators. Skepticism as to its effectiveness is evident especially in mathematics class where English is the universally recognised medium. This study explored how elementary teachers from a rural school in the Philippines appropriate the MTB-MLE policy in a mathematics classroom. Their attitudes toward the policy and the challenges met in the implementation were examined. An instrumental case study was conducted with documentary analysis, non-participant observation, in-depth interview, and focus group discussion as methods of data collection. Five Grades 1–3 teachers served as participants. Results showed that teachers do not fully observe the policy. They code-switch during discussion and do not religiously use the prescribed teaching guide. Fidelity to the policy is only apparent in the presence of authority. Teachers generally have negative attitudes towards the policy which is due to their colonial thinking, perceived complexity, and non-utilitarian view of the local language. Mismatch in the students' language and the language of instruction, lack of equivalent local terms for some mathematics terms, and haphazardly done teaching and learning materials are the challenges that impede teachers' effective implementation of the policy. [ABSTRACT FROM AUTHOR]

In the United States, teachers are often expected to use student assessment data to inform their instructional decisions. This study explores how teachers' collective reflections on students' mathematical thinking are influenced by the specific contexts of their classroom, school, and current events like the COVID-19 pandemic. The study uses audio recordings of a group of elementary teachers' reflections on student thinking through Cognitive Interview Reports. The results highlight how teachers' reflections on student data are heavily influenced by the shifting contexts of what is important in the world of teaching due to the COVID-19 pandemic. This ultimately shaped what the teachers were able to pay attention to in student data and what they identified as possible in their future practice. [ABSTRACT FROM AUTHOR]

Background and Objectives: The purpose of the present study was the pathology of the elementary school math curriculum with emphasis on the main elements of the curriculum of purpose, content, implementation, evaluation and materials Methods: The present study is an applied and quantitative (descriptive survey (and qualitative) interview in terms of purpose and method. Statistical population in both qualitative and quantitative sections includes all teachers of Chaldoran, Shawat cities. And chaiparah in the academic year 2015-2016, in which 260 students were selected in the quantitative section by proportional stratified sampling method, and in the qualitative section, by purposeful sampling, with 20 teachers to theoretical data saturation. The tools used in this study were 46 researcher-made questionnaire based on Likert scale and interview to assess validity of questionnaire and interview validity. The reliability of the questionnaire was determined by Cronbach's alpha coefficient (0.94) and the data were analyzed by SPSS software. Findings: The results showed that the program Elementary National Mathematics Curriculum has various disadvantages in each of the five components of purpose, content, implementation, evaluation and materials and resources. Conclusion:: Although the educational system has tried to make a difference in the curriculum But this change, despite the centralized education system, the inadequacy of goals, the bulk of the content, the failure to properly implement and evaluate, and the inadequate provision of schools with tools Ray first period of mathematics education based on problem solving model has not been successful. [ABSTRACT FROM AUTHOR]

In this study, we examine two U.S. elementary teachers' use of worked examples, representations, and deep questions in elementary mathematics lessons both before and after a project intervention designed to promote teaching improvement. This intervention was guided by a cognitive construct containing these three aspects, which were demonstrated via cross-cultural video lessons of both U.S. and Chinese teachers. We specifically analyze two teachers (Ann and Bea) who taught first-grade lessons on the topic of inverse relations. Although their lessons were rated similarly in year 1, the rating of their lessons in year 4, post-intervention, demonstrated different patterns of change. While Ann's use of worked examples and representations underwent no significant improvement, Bea spent more time unpacking a single worked example with a representational sequence fading from concrete to abstract (also called "concreteness fading"). Neither teacher showed improvement in asking deep questions. An analysis of the teachers' responses to the project intervention revealed that their video noticing skills and personal takeaways were related to the areas of teaching where they improved. Other factors such as teachers' prior knowledge, beliefs, and textbook resources, also played a role in teaching changes. These findings shed light on a recent endeavor called the "science of improvement" in mathematics teaching, which seeks to document teaching changes and the underlying mechanisms that might induce these changes. Implications for both research and practice are discussed. [ABSTRACT FROM AUTHOR]

This study aims to explore the perceptions of elementary mathematics teachers regarding assessment for learning (AfL). The participants of this study included three elementary mathematics teachers, each with over 5 years of teaching experience at Sukkur IBA community colleges and schools in Sindh, Pakistan. These participants were selected using purposive sampling techniques. A qualitative exploratory case study research approach was used, with data collected through semi-structured interviews and observations. To ensure the trustworthiness of the study, the interview guide and observation checklist were reviewed by experts. The data were analyzed using thematic analysis. The findings of this study revealed that teachers had a limited understanding of the concept of assessment for learning. Based on these results, the study recommends several measures: the initiation of an assessment literacy program, an increase in class time, reducing the number of students per class, using moveable chairs to enhance classroom flexibility, and making amendments to the assessment policy.

AbstractPrior short-term studies have shown the effectiveness of worked examples and self-explanation prompts in improving elementary students’ mathematics knowledge. However, year-long classroom-based interventions have been tested only with older students. The purpose of the current study was to explore the effectiveness of a year-long classroom intervention, MathByExample, which paired worked examples and self-explanation prompts with practice problems. We utilized a classroom-based experimental design where 5th-grade classrooms were randomly assigned to one of two conditions. Findings illustrate that intervention dosage impacts the effectiveness of the intervention in improving 5th graders’ grade-level mathematics knowledge. In addition, prior knowledge impacted the effectiveness of the intervention for two of the four outcome variables. This study expands the literature on the use of worked examples and self-explanation prompts in several ways. It provides evidence that this tool has the potential to improve elementary students’ learning. It included four different measures of math knowledge, which provides stronger support for the effectiveness of the intervention. Finally, it adds to the literature that shows the benefits of studying and explaining both correct and incorrect worked examples. [ABSTRACT FROM AUTHOR]

Background or Context: Teachers knowing their students is consequential for students' participation and learning. Evidence in mathematics education points to the ways that knowing the details of students' mathematical thinking supports teacher and student learning. What it means to know students and what teachers learn about their students are situated in the everyday practices of schooling. Purpose, Objective, Research Question, or Focus of Study: This study investigates how teachers characterized their students mathematically and how they considered meeting students' needs in math class. Research Design: This qualitative study focused on interviews conducted over four years with 61 teachers of kindergarten through second grade across two school districts. Conclusions or Recommendations: This study found that rather than describing what they knew about the details of their students' mathematical thinking or detailing specific tasks, tools, or teacher moves that supported their students, many teachers characterized students in ways that were in line with practices that organize districts, schools, and classrooms. Our data raise questions about the ways in which the structures and common practices of schools are shaping teachers' descriptions of their students in mathematics, and the corresponding classroom practices then engaged. [ABSTRACT FROM AUTHOR]

In the United States, teachers are often expected to use student assessment data to inform their instructional decisions. This study explores how teachers’ collective reflections on students’ mathematical thinking are influenced by the specific contexts of their classroom, school, and current events like the COVID-19 pandemic. The study uses audio recordings of a group of elementary teachers’ reflections on student thinking through Cognitive Interview Reports. The results highlight how teachers’ reflections on student data are heavily influenced by the shifting contexts of what is important in the world of teaching due to the COVID-19 pandemic. This ultimately shaped what the teachers were able to pay attention to in student data and what they identified as possible in their future practice.

We aimed to investigate the responsive teaching practice of preservice teachers (PSTs) using an artificial intelligence-based chatbot designed to serve the dual roles of a virtual student and a virtual mentor. We identified four unique profiles of PST's questioning patterns using latent profile analysis. We examined the changes in PSTs' questioning patterns after receiving feedback from a virtual mentor and investigated the differences in their self-assessments regarding interaction effectiveness by profile. PSTs' tendency to adjust their questions varied. There was no statistical difference in the effectiveness of interactions among profiles. We include theoretical and empirical implications for teacher education. • AI-based chatbots can be useful for examining the responsive teaching practices of preservice teachers. • Chatbots can create optimal simulated environments for preservice teachers by presenting virtual students and mentors. • Four distinct patterns of responsive teaching questioning practices were identified among preservice teachers. • Feedback from the virtual mentor may influence the questioning practices of preservice teachers. • Preservice teachers' self-assessments of questioning effectiveness did differ from their observed questioning quality. [ABSTRACT FROM AUTHOR]