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Direct linkLand, Tonia J.; Drake, Corey – Mathematical Thinking and Learning: An International Journal, 2014
In this study, we examined how curricular resources supported three expert teachers in their enactment of progressions. Using a video-stimulated interview process, we documented the multiple types of progressions identified, described, and enacted by the teachers. Results indicate that the teachers used four different types of…
Descriptors: Educational Practices, Mathematics Instruction, Elementary School Mathematics, Mathematical Concepts
Download full textCavanna, Jillian M.; Drake, Corey; Pak, Byungeun – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
Mathematics teacher education is faced with the challenge of preparing new teachers for ambitious instruction, but we have limited understandings of what happens within the courses where this preparation occurs. This paper draws on interview data from of a larger investigation of novices' enactment of ambitious instruction in elementary…
Descriptors: Elementary School Mathematics, Mathematics Teachers, Educational Opportunities, Interviews
Turner, Erin Elizabeth; McDuffie, Amy Roth; Sugimoto, Amanda Tori; Stoehr, Kathleen Jablon; Witters, Angela; Aguirre, Julia; Bartell, Tonya; Drake, Corey; Foote, Mary Q. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
There has been limited attention to early career teachers' (ECTs) understandings and practices related to language in teaching and learning mathematics. In this qualitative case study, we drew upon frameworks for teacher noticing to study the language practices of six early career elementary and middle school mathematics teachers. We describe…
Descriptors: Elementary School Teachers, Mathematics Teachers, Middle School Teachers, Second Language Learning
Sherin, Miriam Gamoran; Drake, Corey – Journal of Curriculum Studies, 2009
The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers' interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher's curriculum strategy involves identifying the…
Descriptors: Mathematics Curriculum, Elementary School Mathematics, Elementary School Teachers, Educational Strategies
Foote, Mary Q.; McDuffie, Amy Roth; Turner, Erin E.; Aguirre, Julia M.; Bartell, Tonya Gau; Drake, Corey – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
Research has repeatedly documented that teachers are underprepared to teach mathematics effectively in diverse classrooms. We believe critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support capitalizing on children's cultural, linguistic, and…
Descriptors: Preservice Teachers, Mathematics Instruction, Student Diversity, Cultural Awareness
Peer reviewedDrake, Corey; Spillane, James P.; Hufferd-Ackles, Kimberly – Journal of Curriculum Studies, 2001
Examines the role of elementary teachers' identities as teachers and as learners on their teaching and learning practices. Uses teachers' literacy and mathematics stories as representations of their identities. Finds a common literacy identity across the 10 teachers in the study, but only three identities in mathematics within the group. (CMK)
Descriptors: Educational Practices, Educational Research, Elementary Education, Elementary School Teachers
