Journal of Education

Includes bibliographical references.

Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint) -- Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities (Reprint) -- Becoming a Researcher: A Reflection -- Supporting Teachers to Implement Contextualized and Interactive Practices in Vocabulary Instruction -- Complementing the Common Core with Holistic Biliteracy -- Teaching Social Studies/History to Elementary School Students through a Discipline-Specific Approach.

[Article Title : Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint) / Alan H. Schoenfeld, p. 1-38] Abstract : The goals of this chapter are (1) to outline and substantiate a broad conceptualization of what it means to think mathematically, (2) to summarize the literature relevant to understanding mathematical thinking and problem solving, and (3) to point to new directions in research, development, and assessment consonant with an emerging understanding of mathematical thinking and the goals for instruction outlined here. The use of the phrase "learning to think mathematically" in this chapter's title is deliberately broad.;[Article Title : Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities (Reprint) / Katherine E. Lewis, p. 39-62] Abstract : Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study I adopt an alternative approach using a response-to-intervention MLD classification model and identify the resources students draw upon rather than the skills they lack. The intervention model involved videotaped one-on-one fraction tutoring sessions implemented with students with low mathematics achievement. This article presents case studies of two students who did not benefit from the tutoring sessions. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.;[Article Title : Becoming a Researcher: A Reflection / Schoenfeld, Alan H. and Lewis, Katherine E., p. 63-68] Abstract : Viewed one way, Alan Schoenfeld's main lines of research and Katherine E. Lewis's dissertation have almost nothing in common. Schoenfeld work has focused on understanding mathematical thinking and teaching, while Lewis' work has focused on mathematical learning disabilities. Viewed another way, there are strong overlaps and strong parallels. In this reflection they explore the similarities and characterize how each of them developed a sense of self as a researcher. They describe the somewhat meandering path each of them took to their current areas of scholarship, reflect upon how their "outsider" status afforded a novel perspective on the questions they care deeply about, and discuss the affordances of the apprenticeship model for their own teaching and learning.;[Article Title : Supporting Teachers to Implement Contextualized and Interactive Practices in Vocabulary Instruction / Michelle Rimbey, Margaret Mckeown, Isabel Beck, and Cheryl Sandora, p. 69-88] Abstract : This descriptive study explored how teachers implemented interactive practices during their vocabulary instruction after participating in a professional development initiative. The professional development was comprised of an initial workshop to provide an overview of vocabulary research and instruction, opportunities for teachers to receive targeted feedback on audiotaped classroom lessons, and an interim session where teachers discussed the process of implementation. Data were gathered through interviews and lesson transcripts. Teachers reported that they valued the feedback on classroom lessons and meetings with grade level colleagues. In addition, they reported positive changes in their instruction as a result of the professional development activities. Lesson transcripts showed that the instructional changes teachers reported corresponded to changes between pre- and post-intervention lesson transcripts.;[Article Title : Complementing the Common Core with Holistic Biliteracy / Susan Hopewell, Sandra Butvilofsky, and Kathy Escamilla, p. 89-100] Abstract : In this article the authors propose that biliteracy is a more challenging and rigorous form of literacy than the English-only orientation of the Common Core State Standards (NGACBP & CCSSO, 2010). Because learning to read and write in two languages differs from learning to read and write in one, we argue that biliteracy requires its own pedagogies, methodologies, and assessment systems. Data derived from the reported study support a trajectory toward bilingualism informed by a framework that capitalizes on theories of integrated and holistic biliteracy in order to re-conceptualize the ways educators can interpret biliteracy assessments of emerging bilingual learners in Spanish and English.;[Article Title : Teaching Social Studies/History to Elementary School Students through a Discipline-Specific Approach / Kristy A. Brugar, p. 101] Abstract : This mixed methods study explored students' learning following an intervention unit, which focused on discipline-specific practices in elementary social studies/history. The following questions guided the research: To what extent does students' learning in social studies/history change following their participation in a unit emphasizing disciplinary-specific practices? and How does their learning compare to students who learn the same content without this approach? Two fifth-grade teachers in a low socioeconomic district taught a disciplinary unit to their students, and a third fifth-grade teacher in the same district taught the same content to her students using a transmission approach. All students performed similarly on the pre-assessment; following the intervention students in the experimental classrooms made greater gains and demonstrated disciplinary-specific practices. This study has implications for elementary school instruction in social studies/history and literacy.