Search Results - "Franke, Megan L."

Teacher Questioning to Elicit Students’ Mathematical Thinking in Elementary School Classrooms by Franke, Megan L., Webb, Noreen M., Chan, Angela G., Ing, Marsha, Freund, Deanna, Battey, Dan

“…Cognitively Guided Instruction (CGI) researchers have found that while teachers readily ask initial questions to elicit students’ mathematical thinking, they…”
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Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving by Webb, Noreen M., Ing, Marsha, Burnheimer, Eric, Johnson, Nicholas C., Franke, Megan L., Zimmerman, Joy

“…Compelling research evidence shows benefits for student learning from explaining one’s ideas and engaging with the ideas of others. However, whether certain…”
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Choral Counting by Turrou, Angela Chan, Franke, Megan L, Johnson, Nicholas

“…This vivid illustration of an instructional activity highlights the range of opportunities available for a teacher to leverage students' thinking and support…”
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Making Competence Explicit: Helping Students Take Up Opportunities to Engage in Math Together by Johnson, Nicholas C., Franke, Megan L., Turrou, Angela Chan

“…Background: Current efforts to promote reasoning, problem solving, and discussion are often framed as advancing equity, but scholarship suggests individual…”
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Listening to and Learning from Student Thinking by Kazemi, Elham, Gibbons, Lynsey K, Lomax, Kendra, Franke, Megan L

“…Learn how teachers can use assessment data coupled with observing students' mathematical reasoning to inform instructional decisions…”
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"What Do You Think She's Going to Do Next?" Irresolution and Ambiguity as Resources for Collective Engagement by Johnson, Nicholas C., Franke, Megan L., Webb, Noreen M., Ing, Marsha, Burnheimer, Eric, Zimmerman, Joy

“…Understanding how learning environments productively mobilize children's ideas as resources for participation in joint activity is an ongoing focus of research…”
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Engaging with others’ mathematical ideas: Interrelationships among student participation, teachers’ instructional practices, and learning by Webb, Noreen M., Franke, Megan L., Ing, Marsha, Wong, Jacqueline, Fernandez, Cecilia H., Shin, Nami, Turrou, Angela C.

“…► Student participation in classroom conversations predicted student achievement. ► Achievement was best predicted by student engagement with each other's…”
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Learning through explaining and engaging with others' mathematical ideas by Webb, Noreen M., Franke, Megan L., Johnson, Nicholas C., Ing, Marsha, Zimmerman, Joy

“…Educators, researchers, and policy makers recognize that student participation in classroom mathematics conversations, especially explaining one's own thinking…”
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Student Engagement with Others’ Mathematical Ideas: The Role of Teacher Invitation and Support Moves by Franke, Megan L., Turrou, Angela C., Webb, Noreen M., Ing, Marsha, Wong, Jacqueline, Shin, Nami, Fernandez, Cecilia

“…Educators, researchers, and policy makers increasingly recognize that participation in classroom mathematics discussions, especially engaging with others’…”
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‘Castillo blueprint’: How young children in multilingual contexts demonstrate and extend literacy and numeracy practices in play by Franco, Janelle, Orellana, Marjorie F, Franke, Megan L

“…Accountability mandates linked to state education standards and assessments have largely replaced play in early childhood classrooms. This approach limits…”
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Student participation in elementary mathematics classrooms: the missing link between teacher practices and student achievement? by Ing, Marsha, Webb, Noreen M., Franke, Megan L., Turrou, Angela C., Wong, Jacqueline, Shin, Nami, Fernandez, Cecilia H.

“…Engaging students as active participants in mathematics classroom discussions has great potential to promote student learning. Less well understood is how…”
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The role of teacher instructional practices in student collaboration by Webb, Noreen M., Franke, Megan L., Ing, Marsha, Chan, Angela, De, Tondra, Freund, Deanna, Battey, Dan

“…Prior research on collaborative learning identifies student behaviors that significantly predict student achievement, such as giving explanations of one’s…”
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"Can you help me count these pennies?": Surfacing preschoolers' understandings of counting by Johnson, Nicholas C., Turrou, Angela C., McMillan, Brandon G., Raygoza, Mary C., Franke, Megan L.

“…Capturing the breadth and variety of children's understanding is critical if studies of children's mathematical thinking are to inform policy and practice in…”
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'Explain to your partner': teachers' instructional practices and students' dialogue in small groups by Webb, Noreen M., Franke, Megan L., De, Tondra, Chan, Angela G., Freund, Deanna, Shein, Pat, Melkonian, Doris K.

“…Collaborative group work has great potential to promote student learning, and increasing evidence exists about the kinds of interaction among students that are…”
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Student Engagement with Others’ Mathematical Ideas by Franke, Megan L., Turrou, Angela C., Webb, Noreen M., Ing, Marsha, Wong, Jacqueline, Shin, Nami, Fernandez, Cecilia

“…Educators, researchers, and policy makers increasingly recognize that participation in classroom mathematics discussions, especially engaging with others’…”
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Cognitively Guided Instruction: A Knowledge Base for Reform in Primary Mathematics Instruction by Carpenter, Thomas P., Fennema, Elizabeth, Franke, Megan L.

“…In this article we propose that an understanding of students' thinking can provide coherence to teachers' pedagogical content knowledge and their knowledge of…”
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A Longitudinal Study of Invention and Understanding in Children's Multidigit Addition and Subtraction by Carpenter, Thomas P., Franke, Megan L., Jacobs, Victoria R., Fennema, Elizabeth, Empson, Susan B.

“…This 3-year longitudinal study investigated the development of 82 children's understanding of multidigit number concepts and operations in Grades 1-3. Students…”
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Transforming Identities: Understanding Teachers across Professional Development and Classroom Practice by Battey, Dan, Franke, Megan L.

“…Even when teachers participate in high-quality professional development, there remains a large and often undocumented variability in how teachers make use of…”
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Teacher practices that promote productive dialogue and learning in mathematics classrooms by Webb, Noreen M., Franke, Megan L., Ing, Marsha, Turrou, Angela C., Johnson, Nicholas C., Zimmerman, Joy

“…•Closely examining the mathematical details of classroom interaction is essential.•Engaging in details of others’ mathematical ideas relates to…”
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Using Children's Mathematical Knowledge in Instruction by Fennema, Elizabeth, Franke, Megan L., Carpenter, Thomas P., Carey, Deborah A.

“…This article describes how knowledge of children's thinking in mathematics, derived by using a cognitive science research paradigm, was used by a first-grade…”
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