July 2023
·
19 Reads
·
2 Citations
What is this page?
This page lists works of an author who doesn't have a ResearchGate profile or hasn't added the works to their profile yet. It is automatically generated from public (personal) data to further our legitimate goal of comprehensive and accurate scientific recordkeeping. If you are this author and want this page removed, please let us know.
Publications (127)
April 2022
·
34 Reads
·
15 Citations
Phi Delta Kappan
True reimaging of education requires us to first look back to understand why schools are the way they are, says Deborah Ball. She focuses specifically on the teaching profession and how it has become grounded in whiteness, leaving out the wisdom available among people of color. From this, she draws three lessons to take into the future: (1) The teaching profession must become more diverse. (2) Teachers must lift up Black and Brown children’s humanity. (3) Society must embrace the complexity of teaching and reject simplistic understandings of what the work entails.
November 2021
·
321 Reads
·
10 Citations
Educational Studies in Mathematics
Mathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years, there has been increased attention to teaching prospective teachers to lead discussions with students. This paper examines the possibilities of designing a formative assessment that gathers information about prospective elementary teachers’ skills with leading problem-based mathematics discussions and makes sense of such information. A decomposition of the practice of leading discussions was developed and used to design the assessment. Nine first-year teachers who graduated from a range of different teacher education programs participated in the study. The findings reveal that our formative assessment works to gather information about teachers’ capabilities with leading discussions and that the associated tools support making sense of the information gathered. This suggests that such tools could be useful to support the formative assessment of the developing capabilities of prospective teachers.
October 2021
Professional fields face persistent challenges in connecting practice and theory. In particular, tensions exist as to how theory and knowledge are developed, as well as what constitutes authority for practice. Together the articles in this issue explore three elements of the turn toward ”practice-based” research and professional education in mathematics education: designing teaching and learning in and for practice, learning mathematics teaching as a practice, and collaborating across professional roles and identities. In this commentary, we interrogate meanings of practice-based research on teaching and discuss themes across this collection of articles. We then argue for three imperatives for future efforts: (i) working on shared understandings of what the term ”practice-based” might mean; (ii) developing more nuanced conceptualizations of ”teaching”; and (iii) attending explicitly to justice in practice.
August 2020
·
29 Reads
The proliferation of studies that focus on Black children in the last 20 years has been critical in nuancing the mathematical experiences of Black learners. While this research has provided evidence of the existence of successful Black learners of mathematics and established the different mechanisms that serve as barriers to their success, we know less about what happens in classrooms. Specifically, how are Black learners experiencing mathematics moment-to- moment or, over time. In this paper, we synthesize literature on the positioning of Black learners in mathematics classrooms. Focusing on this topic allows for more understanding on how Black learners are positioned and by whom. Leveraging intersectionality as a tool and focusing on the interpersonal and cultural domains of power, provides some understanding of why Black learners are positioned in particular ways. Findings suggest that Black learners are positioned in both productive and unproductive ways by their peers and teachers. Additionally, these positions are connected to the multiple identities of students and teachers, and how they intersect with issues of power, intersectionality. Implications of this synthesis include considerations for how teachers position students implicitly and explicitly, development of policy that requires professional development around intersectionality and training for teachers to improve their practice. We conclude by recommending that future research use intersectionality theory to uncover inequities that occur during mathematics instruction across grade levels, but particularly in middle school grades.
October 2019
·
7 Reads
Teachers College Record
July 2019
·
46 Reads
June 2018
·
2,221 Reads
·
3 Citations
International Journal of Research in Undergraduate Mathematics Education
November 2017
·
196 Reads
Measuring quality of instruction has been a primary concern of researchers since Winne (1987) and Schulman (1986) challenged the then existing methods of process-product research on teaching. Many frameworks for instructional analysis have been developed since then, and each of them projects different aspect of the work of teaching as the prominent one. In this paper, we discuss instruction for grade 7 mathematics classes to elaborate on aspects of being able to hear students. We distinguish listening from hearing, where the former involves meaningful listening. We illustrate that irrespective of the teacher being gender fare and alert in giving equal opportunities to her students, NOT listening to them constrains students’ access to meaningful mathematics. Moreover, leaves the possibility of developing pseudo-mathematical ideas and feeling of ridicule in students’ mind.
November 2017
·
2,940 Reads
·
37 Citations
Citations (83)
... However, German-speaking educational researchers have recently critiqued the generalization of these STEM-based findings to other subjects, e.g., [12,13], advocating for an investigation into which aspects of teaching and learning are genuinely subject-specific and where broader generalizations can be applied [11,14]. A comparison of international studies analyzing subject-specific professional content knowledge-primarily in mathematics-has revealed divergent findings, attributed to cultural influences and structural differences in education and teacher-training systems [15]. For example, the United States lacks a formalized discipline of subject-specific didactics within teacher training, a component firmly embedded in German teacher education [15]. ...
- Citing Chapter
July 2023
... Según lo señala Ball (2022), "para re imaginar el futuro se debe ver hacia atrás para entender por qué las escuelas son como son" (p. 10). ...
Reference:
Pan y Circo con las Políticas Educativas
- Citing Article
April 2022
Phi Delta Kappan
... We acknowledge that a definition, being a statement that establishes the meaning of a mathematical concept, is often differentiated from an axiom in that a definition is a classification-an object does or does not meet the definition and therefore is or is not a member of the class-while an axiom is not. Yet, in school mathematics, definitions of new concepts often begin being unclear, with more precision added to them as the objects they are meant to describe get developed and better understood by classroom participants (Ball & Bass, 2000;Stylianides, 2007b). ...
- Citing Article
April 2000
Teachers College Record
... However, the point still stands that proving is a primary, normative, and powerful means for gaining conviction in professional mathematical practice: "a proof is a means of convincing oneself whilst trying to convince others" (Alibert and Thomas 1991, p. 215; see also Harel and Sowder 2007). An implication of this point is that proof is at the heart of mathematicians' agreed-upon practices for reaching consensus, in particular certifying new knowledge and settling debates over the truth or falsity of mathematical assertions (e.g., Ball and Bass 2008;Kitcher 1984). A mathematical statement or a conjecture will not become a theorem, and thus a part of mathematicians' set of accepted statements, unless it is proved; relatedly, disagreements over contentious statements or results can be, and often are, resolved in a disciplined way by means of a proof. ...
- Citing Article
April 2008
Teachers College Record
... work of recording and representing student ideas. Two exceptions are Garcia et al. (2021) andShaughnessy et al. (2021). Garcia et al. (2021) mainly focused on the practice of recording and representing student thinking while facilitating a group discussion. ...
- Citing Article
- Full-text available
November 2021
Educational Studies in Mathematics
... Research demonstrates that strengthening educators' Mathematics Knowledge for Teaching, including their Subject Matter Knowledge and Pedagogical Content Knowledge, is a leading factor towards strengthening educators' expertise in teaching mathematics (Ball et al., 2008;Thames & Ball, 2010). Findings from the present study are in keeping with the existing research, as educators in this study intentionally sought out new knowledge pertaining to the mathematics knowledge required for teaching kindergarten. ...
- Citing Article
November 2010
Teaching Children Mathematics
... Studies of prospective teachers have shown weaknesses in understanding the basic concepts of integer division (Ball, 1990;Bofferding & Wessman-Enzinger, 2018). Thus, teacher education and training programs need to strengthen the understanding of basic concepts or algebra prerequisites to ensure that prospective teachers have a correct and in-depth understanding (Nurlita et al., 2016). ...
- Citing Article
March 1990
Journal for Research in Mathematics Education
... The Common Core State Mathematics Standards call for high school teachers to teach and assess eight mathematical practices (National Governors Association, 2019; Table 1). Teachers must rely on a range of questioning strategies to support this instructional work, yet the research on questions is often either too theoretical or overly specific to guide this mid-level decision-making in teachers' practice (Enright et al., 2016). Boaler (2003) observed that the types of questions teachers pose to students more often than not position students to receive information, rather than develop their mathematical ideas. ...
- Citing Conference Paper
- Full-text available
July 2016
... The ICMI survey team on "researching mathematics teacher education", chaired by J. Adler (2008), was presented at ICME-10 in 2004 and at numerous other occasions, including the Study Conference of ICMI Study 15 on Teacher Education in 2005. As the name says, the study surveyed a certain corpus of research literature in order to provide a pictures of "research that focuses on mathematics teacher education", and the team "saw as its responsibility to describe 'where we are' globally, in the field" (ibid., p. 127). ...
- Citing Chapter
January 2008
... Conventional teaching and learning methods have changed as a research education during the last few decades, and mathematics education research is a component of this evolution (Gallagher et al., 2020). Mathematics education, in general, plays a vital role in the development of critical skills that may greatly aid progression towards modernization, such as analytical reasoning and abstraction (Bass & Ball, 2018;Gravemeijer et al., 2017;Szucs & Morsanyi, 2014). Recently, there have been some exciting reviews on research in mathematics education, focusing on a current state of progress along with problems, challenges, and potential study courses (Adler et al., 2017;Dreyfus et al., 2018;Engelbrecht et al., 2020;Inglis & Foster, 2018;Nivens & Otten, 2017;Schoenfeld, 2016;Yore & Lerman, 2008). ...
- Citing Article
- Full-text available
June 2018
International Journal of Research in Undergraduate Mathematics Education