A three-phase "task-first" lesson structure is frequently suggested when teaching mathematics through inquiry. We investigate how secondary school teachers of mathematics structure their inquiry lessons and examine how and why they deviate from a "task-first" structure. We present detailed lesson observation data from three…

Students explore the relationship between thrill-seeking rides and their algebra 1 curriculum in an informative, engaging, student-centered lesson that was designed using a project-based-instruction (PBI) framework.

We describe the design and implementation of lessons in undergraduate abstract algebra that integrate applications to teaching high school mathematics. Each lesson consists of a pre-activity, class activity, homework set, assessment questions and detailed instructor notes. The included applications intend to bridge advanced mathematics concepts to…

The literature highlights differing views on the efficacy of modelling lessons for teacher professional learning. In this study we draw on dissonance theory to discuss lesson modelling that seeks to transcend 'do as I do' imitation and provoke teachers' attention to intended teaching practices: a necessary pre-cursor for changes to practice. A…

In order for teachers to support students' mathematical thinking, Battista (2004) believed they must identify core mathematical concepts, recognize conceptual frameworks for understanding children's thinking, and use appropriate assessment tasks. In his view, learning trajectories provide teachers with information on children's cognitive abilities…

This article will discuss how open educational resources and instructional technology are used to support student academic success and continuous faculty pedagogical development, as well as reduce barriers to access at an R1 university. This article uses case examples from two instructors from a Mathematics and Computational Sciences department…

Planning a mathematics lesson plan is a complex process. Its quality contributes to the effectiveness of mathematics instruction. Given this significance, improving prospective mathematics teachers' lesson planning ability is essential for teacher preparation programs to produce effective teachers. This study examines how a lesson study within a…

"Project-Based Learning in the Math Classroom" explains how to keep inquiry at the heart of mathematics teaching and helps teachers build students' abilities to be true mathematicians. This book outlines basic teaching strategies, such as questioning and exploration of concepts. It also provides advanced strategies for teachers who are…

Limited studies investigate the high school teachers' challenges and strategies while teaching science and mathematics in English as the target language through the content and language integrated learning (CLIL) approach. Hence, this study aimed to investigate the challenges that science and math teachers encounter and the strategies they employ…

In this webinar, Dr. Sarah Catherine K. Moore, Program Director at the Center for Applied Linguistics, outlined factors for content area teachers to consider as they design and deliver lessons for mainstream classrooms that include English learner (EL) students. This Q&A addressed the questions participants had for Dr. Moore following the…

Microteaching Lesson Study [MLS] combines elements of Japanese lesson study and microteaching. A case study of MLS was conducted with 18 prospective teachers in an initial course on learning to teach. Various data sources (i.e., pre- and post-lesson plans, MLS lesson plans, videotaped lessons, transcripts of group discussions, observation field…

Describes an algorithm for planning college-level mathematics lessons based on the identification and achievement of student learning objectives. Discusses the ways in which this algorithm can help novice instructors to include opportunities for active learning in their lessons. (Contains 50 references.) (Author/ASK)