Presentations
Click on a presentation below to download the PDF.
Designing Mathematics Professional Development
Through Successive Approximations of Practice
NCSM 2017, San Antonio, TX
Presenters: Jennifer Knudsen, Teresa Lara-Meloy, Harriette Stevens |
A Model for Mathematical Argumentation
National Council of Teachers of Mathematics (NCTM) 2017,
San Antonio, TX
Presenters: Teresa Lara-Meloy, Jennifer Knudsen, Harriette Stevens |
Mathematical Argumentation Lessons:
Engaging All Students
National Council of Teachers of Mathematics (NCTM) 2017,
San Antonio, TX
Presenters: Harriette Stevens, Jennifer Knudsen, Teresa Lara-Meloy |
Learning to Teach for Argumentation through Successive Approximations of Practice
National Council of Teachers of Mathematics (NCTM) 2017,
San Antonio, TX
Presenters: Jennifer Knudsen, and Harriette Stevens |
Active Learning: Mathematical Argumentation and Improv Symposium
NSF’s Next Generation STEM High School Forum For recipients of the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST), September 9, 2016
Presenter: Jennifer Knudsen |
Teaching Mathematics Equitably to All Learners in Urban Districts
Conference of National Council of Supervisors of Mathematics 2016
Presenters: Jennifer Knudsen, Teresa Lara-Meloy, and Harriette Stevens |
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Teaching for Argumentation and Teaching for Content: Resolving a Tension Presented at the meeting of the National Council of Supervisors of Mathematics
National Council of Supervisors of Mathematics Conference 2014
Presenters: Jennifer Knudsen, Harriette S. Stevens, Teresa Lara-Meloy |
Improvisation in Teaching and Teacher Learning
National Council of Supervisors of Mathematics Conference 2011
Presenters: Jennifer Knudsen and Nicole Shechtman |
Articles By Bridging Researchers
A Professional Development Program for Mathematical Argumentation: Bridging from Workshop to Classroom
July 2015, technical paper. Imagine a seventh-grade classroom where the students are discussing whether or not the placement of quadrants in a coordinate system is a convention, and the teacher is adeptly prompting them to question and expand on each other’s arguments by asking them to clarify and refine their conjectures, and by stepping aside to let them make their own arguments. This engagement is the result of an innovative professional development (PD) program that supports middle school teachers in teaching for mathematical argumentation.
Professional Development that Bridges the Gap Between Workshop and Classroom through Improvisation
2017, book chapter. This chapter by Jennifer Knudsen and Nicole Shechtman posits Bridging teachers as design thinkers. It is found in the new book, Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms edited by Shelley Goldman, Zaza Kabayadondo (Rutledge,2017). A vital resource for education researchers, practitioners, and policymakers, Taking Design Thinking to School brings together some of the most innovative work in design pedagogy.
Advice for Mathematical Argumentation
April 2014, journal article. “Telling” can be an effective tool in helping students engage in intellectually demanding argumentation and productive behavior.
Bringing Out The Playful Side Of Mathematics: Using Methods From Improvisational Theater In Professional Development For Urban Middle School Math Teachers
November 2009, article. With such a strong emphasis on testing and account ability in this No Child Left Behind era, and in a nation where more than 60% of the citizens are estimated to be affected by math anxiety (Ashcraft, Krause, & Hopko, 2007), mathematics is not something many people associate with play.
Articles of Interest
How Improv Can Open Up the Mind to Learning in the Classroom and Beyond
Seeing Struggling Math Learners as ‘Sense Makers,’ Not ‘Mistake Makers’
Why negative numbers multiplied result in a positive product?
