Brief research report by Sarina Simon, Rashmi Singh, and Leslie Dietiker In this study, we explore the relationships between the types of student exclamations in an enacted lesson (e.g., “Wow!”) and the varying dramatic tensions created by the unfolding content. By analyzing student exclamations in six specially-designed high school mathematics lessons, we explore how the […]
Brief research report by Rashmi Singh, Hector I. Nieves, Erin Barno, and Leslie Dietiker How does the design of lessons impact the types of questions teachers and students ask during enacted high school mathematics lessons? In this study, we present data suggesting that lessons designed with the mathematical story framework in order to elicit a […]
Research report by Leslie Dietiker, Rashmi Singh, Meghan Riling, and Hector I. Nieves. How can we design mathematical lessons that spark student interest? To answer this, we analyzed teacher-designed and enacted lessons that students described as interesting for how the content unfolded. When compared to those the same students described as uninteresting, multiple distinguishing characteristics […]
Research brief report by Jaepil Han, Meghan Riling, Hector I. Nieves, Leslie Dietiker, and Rashmi Singh. The importance of curricular coherence has been emphasized by leaders in mathematics education, who explain that coherence enhances deeper understanding by enabling students to see connections between mathematical ideas. Although there are different forms of curricular coherence in teaching […]
Poster by Hector I. Nieves, Rashmi Singh, and Leslie Dietiker What impact, if any, do interesting lessons have on the types of questions students ask? We analyzed 145 student questions from 12 lessons, developing a rubric of student questions: factual, procedural, reasoning, and exploratory. Initial results suggest high-interest lessons contain more exploratory questions, and had […]
The MCLE team will be presenting at AMTE 2021! Presentation title: Fostering Positive Student Participation by Supporting Teachers’ Discursive Tactics Time: Friday, Feb 19, 3:00-3:45pm To combat negative perceptions of mathematics among secondary students, we describe multiple discursive strategies (“tactics”) used by six experienced high school mathematics teachers to elicit student interest, engagement, and […]
Undergraduate research team member Sarina Simons recently shared her analysis of student engagement during MCLEs. Student Engagement in MCLEs Engagement in a classroom is always a topic of conversation in a math classroom. Over the course of the semester, I observed two lessons in six public high school math classrooms, with the goal of isolating […]
During this workshop, participants will get the chance to explore the various aesthetics that can be experienced while doing mathematics, get to know one of the MCLE lessons and discuss how it can be thought of as a story, and examine teachers’ design processes in order to think about how they enabled teachers to design […]
Captivating students WITH mathematics: Boston area teachers share their lesson designs Friday, Sept 27 – 8:00-9:15am Hynes Convention Center, room 207 High school teachers from the Boston region will introduce how they plan and enact “mathematical stories”–lessons designed to spur student curiosity, captivate students with complex mathematical content, and compel students to engage and persevere. […]
MCLE presented a poster with our latest findings about lesson qualities that engage students in mathematics at the International Society for Design and Development in Education’s 2019 conference, held in Pittsburgh. Zoom in on the image below to review our findings!