Mathematics Teaching in Italy and the United States
A series of studies investigate mathematics teaching practices in Italian 8th-grade classrooms and compare them with U.S. practices. Strategies used to handle students’ errors are analyzed in the two cultures and compared to strategies parents use to respond to their children’s mistakes.
Mathematics Teachers Learning from Video
This research investigates the use of video as a tool for teacher learning and to capture teacher knowledge of mathematics teaching. Specifically, the ability to analyze videotaped classroom lessons is studied in both pre-service and in-service teacher populations. In addition, lesson analysis abilities are studied in conjunction with quality of teaching practices and effects on student learning.
Learning to Learn from Mathematics Teaching (Funded through NSF Career grant, 2010-2015)
Project website: http://faculty.sites.uci.edu/learningfromteaching/
This project investigates through a mixed-methods design (experiment and case studies) the effects of a curriculum targeting pre-service elementary teachers’ knowledge and skills for learning from analysis and reflection on teaching. The study is longitudinal in nature; it follows participants during the credential program and into the first three years of teaching. Measures include ability to productively analyze teaching, teach for understanding, and engage in professional activities devoted to the improvement of instructional practices.
Mistakes as Tools for Learning in U.S. Mathematics Teaching (Funded by the Spencer Foundation, 2009-2011)
This project investigates ways research knowledge may be translated, through researcher-teacher collaboration, into workable strategies for classroom teaching. The aspect targeted by this project is the fundamental problem of handling students’ mistakes during instruction.
Algebra Learning for All Project (Funded by the Instituite of Education Sciences, 2003-2008)
The Algebra Learning for All study developed and experimentally tested a video-based professional development (PD) program designed to help 6th grade teachers teach critical mathematics concepts that are key to improving student achievement.
