Equitable and inclusive mathematics classrooms?

Analogy Use in Eighth-Grade Mathematics Classrooms

Analogical reasoning has long been believed to play a central role in mathematics learning and problem solving (see Genter, Holyoak, & Kokinov, 2001); however, little is known about how analogy is used in everyday instructional contexts. This article examines analogies produced in naturally occurring U.S. mathematics lessons to explore patterns between analogy generation and instructional conte...

Diversity as a Chance in Mathematics Classrooms

Every teacher knows the situation: While some students have already solved the given mathematical problems and are asking for further challenges, others have not even taken up their pencil. Whereas some students are trying to solve new mathematical problems with enthusiasm and creativity, others cannot even start working and do not have any confidence in their own capabilities. On the one hand,...

Reciprocal teaching of social studies in inclusive elementary classrooms.

Reading comprehension relies on the use of metacognitive strategies. Reciprocal teaching has been found to be an effective comprehension technique to use with students with learning disabilities. This study examined the effectiveness of reciprocal teaching during social studies instruction with several students with learning disabilities in fourth-, fifth-, and sixth-grade inclusive classrooms....

Metacognitive Training Effects on Students Mathematical Performance from Inclusive Classrooms

Defining Computational Thinking for Mathematics and Science Classrooms

Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include ‘‘computational thinking’’ as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational...