Megan L Franke
Datos Biográficos
| ID | 3597773 |
|---|---|
| NOMBRE | Megan L Franke |
| NOMBRES | Megan L |
| APELLIDO | Franke |
| FIRMA | FRANKE M L |
| AFILIACIONES | University of California, Los Angeles |
| ORCID | 0000-0003-3956-0737 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAS | 181 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1993 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 8 |
“I See Her Able to Stay on Track”
Background or Context: Teachers knowing their students is consequential for students’ participation and learning. Evidence in mathematics education points to the ways that knowing the details of students’ mathematical thinking supports teacher and student learning. What it means to know students and what teachers learn about their students are situated in the everyday practices of schooling. Purpose, Objective, Research Question, or Focus of Stud…
Making Competence Explicit
Background: Current efforts to promote reasoning, problem solving, and discussion are often framed as advancing equity, but scholarship suggests individual students’ opportunities to learn can vary considerably in classrooms that attempt to take up these approaches to teaching mathematics. Noticing students’ mathematical strengths and positioning their contributions as competent is among aspects of instruction associated with more equitable learn…
Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving
Compelling research evidence shows benefits for student learning from explaining one’s ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the tea…
Learning to facilitate discussions
An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions
Integrating Professional Development on Mathematics and Equity
Research commonly finds that urban teachers bring deficit views about students of color with them into classrooms, and professional development efforts focused on this critical problem have been met with limited success. Therefore, scholars have called for work that integrates content and equity as a way to challenge teachers’ deficit views at the same time as they transform content instruction. However, few examples exist that describe how to do…
Engaging with others’ mathematical ideas
Keeping It Complex
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
Teacher Questioning to Elicit Students' Mathematical Thinking in Elementary School Classrooms
Cognitively Guided Instruction (CGI) researchers have found that while teachers readily ask initial questions to elicit students' mathematical thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning CGI professional development. We detail teachers' questions and how they relate to students' making explicit their complete and correct explanations. W…
Teacher Learning in Mathematics
Research for High-Quality Urban Teaching
Policy makers and school district administrators have responded to the current teacher shortage with a characteristic focus on the short run. Popular responses include Peace Corps-like recruitment strategies to persuade college graduates to teach for a year or two on alternative or emergency certification. To compensate for the shortcomings of an underprepared teaching staff, policy makers have adopted highly prescriptive, teacherproof curricula.…
Capturing Teachers’ Generative Change
This study documents how teachers who participated in a professional development program on understanding the development of students’ mathematical thinking continued to implement the principles of the program 4 years after it ended. Twenty-two teachers participated in follow-up interviews and classroom observations. All 22 teachers maintained some use of children’s thinking and 10 teachers continued learning in noticeable ways. The 10 teachers e…
Learning to Teach Mathematics
great strides in developing theories and re-search-based evidence about how to teach elemen-tary school mathematics in a way that develops students ' mathematical understanding. Much of this progress has grown out of research projects that engage teachers in learning to teach mathemiatics. These projects have not only shown what is possible for teachers and students but have also provided in-sight into how to support teachers in their own leamn-i…
Teachers’ shifting assessment practices in the context of educational reform in mathematics
Understanding teachers’ self-sustaining, generative change in the context of professional development
A Longitudinal Study of Gender Differences in Young Children’s Mathematical Thinking
One area in which gender differences in mathematics have been studied minimally deals with strategies used to solve mathematical problems. The limited evidence available suggests that there may be some gender differences in problem-solving strategies. Differences have been found in grades 1-3, with girls tending to use observable strategies (such as counting) and boys tending to use mental strategies (Carr & Jessup, 1997). Gallagher and DeLisi (1…
New Perspectives on Gender Differences in Mathematics
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, New Perspectives on Gender Differences in Mathematics: A Reprise, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 19-21
A Longitudinal Study of Gender Differences in Young Children's Mathematical Thinking
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, A Longitudinal Study of Gender Differences in Young Children's Mathematical Thinking, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 6-11
Cognitively Guided Instruction
In this article we propose that an understanding of students' thinking can provide coherence to teachers' pedagogical content knowledge and their knowledge of subject matter, curriculum, and pedagogy. We describe a research-based model of children's thinking that teachers can use to interpret, transform, and reframe their informal or spontaneous knowledge about students' mathematical thinking. Our major thesis is that children enter school with a…
A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction
Elizabeth Fennema, Thomas P. Carpenter, Megan L. Franke, Linda Levi, Victoria R. Jacobs, Susan B. Empson, A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction, Journal for Research in Mathematics Education, Vol. 27, No. 4 (Jul., 1996), pp. 403-434
Using Children’s Mathematical Knowledge in Instruction
This article describes how knowledge of children’s thinking in mathematics, derived by using a cognitive science research paradigm, was used by a first-grade teacher to make instructional decisions. Children in the classroom learned mathematics to a level that exceeds what is recommended by the NCTM Standards ( NCTM, 1989 ). The study is situated in the Cognitively Guided Instruction (CGI) project chain of inquiry. We describe the teacher’s knowl…
Using Children's Mathematical Knowledge in Instruction
This article describes how knowledge of children's thinking in mathematics, derived by using a cognitive science research paradigm, was used by a first-grade teacher to make instructional decisions. Children in the classroom learned mathematics to a level that exceeds what is recommended by the NCTM Standards (NCTM, 1989). The study is situated in the Cognitively Guided Instruction (CGI) project chain of inquiry. We describe the teacher's knowled…
Keeping It Complex
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
Capturing Teachers’ Generative Change
This study documents how teachers who participated in a professional development program on understanding the development of students’ mathematical thinking continued to implement the principles of the program 4 years after it ended. Twenty-two teachers participated in follow-up interviews and classroom observations. All 22 teachers maintained some use of children’s thinking and 10 teachers continued learning in noticeable ways. The 10 teachers e…
Research for High-Quality Urban Teaching
Policy makers and school district administrators have responded to the current teacher shortage with a characteristic focus on the short run. Popular responses include Peace Corps-like recruitment strategies to persuade college graduates to teach for a year or two on alternative or emergency certification. To compensate for the shortcomings of an underprepared teaching staff, policy makers have adopted highly prescriptive, teacherproof curricula.…
A Longitudinal Study of Gender Differences in Young Children’s Mathematical Thinking
One area in which gender differences in mathematics have been studied minimally deals with strategies used to solve mathematical problems. The limited evidence available suggests that there may be some gender differences in problem-solving strategies. Differences have been found in grades 1-3, with girls tending to use observable strategies (such as counting) and boys tending to use mental strategies (Carr & Jessup, 1997). Gallagher and DeLisi (1…
Understanding teachers’ self-sustaining, generative change in the context of professional development
Learning to Teach Mathematics
great strides in developing theories and re-search-based evidence about how to teach elemen-tary school mathematics in a way that develops students ' mathematical understanding. Much of this progress has grown out of research projects that engage teachers in learning to teach mathemiatics. These projects have not only shown what is possible for teachers and students but have also provided in-sight into how to support teachers in their own leamn-i…
Integrating Professional Development on Mathematics and Equity
Research commonly finds that urban teachers bring deficit views about students of color with them into classrooms, and professional development efforts focused on this critical problem have been met with limited success. Therefore, scholars have called for work that integrates content and equity as a way to challenge teachers’ deficit views at the same time as they transform content instruction. However, few examples exist that describe how to do…
Using Children’s Mathematical Knowledge in Instruction
This article describes how knowledge of children’s thinking in mathematics, derived by using a cognitive science research paradigm, was used by a first-grade teacher to make instructional decisions. Children in the classroom learned mathematics to a level that exceeds what is recommended by the NCTM Standards ( NCTM, 1989 ). The study is situated in the Cognitively Guided Instruction (CGI) project chain of inquiry. We describe the teacher’s knowl…
Teacher Questioning to Elicit Students' Mathematical Thinking in Elementary School Classrooms
Cognitively Guided Instruction (CGI) researchers have found that while teachers readily ask initial questions to elicit students' mathematical thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning CGI professional development. We detail teachers' questions and how they relate to students' making explicit their complete and correct explanations. W…
Learning to facilitate discussions
Teachers’ shifting assessment practices in the context of educational reform in mathematics
New Perspectives on Gender Differences in Mathematics
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, New Perspectives on Gender Differences in Mathematics: A Reprise, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 19-21
Using Children’s Mathematical Knowledge in Instruction
This article describes how knowledge of children’s thinking in mathematics, derived by using a cognitive science research paradigm, was used by a first-grade teacher to make instructional decisions. Children in the classroom learned mathematics to a level that exceeds what is recommended by the NCTM Standards ( NCTM, 1989 ). The study is situated in the Cognitively Guided Instruction (CGI) project chain of inquiry. We describe the teacher’s knowl…
Using Children's Mathematical Knowledge in Instruction
This article describes how knowledge of children's thinking in mathematics, derived by using a cognitive science research paradigm, was used by a first-grade teacher to make instructional decisions. Children in the classroom learned mathematics to a level that exceeds what is recommended by the NCTM Standards (NCTM, 1989). The study is situated in the Cognitively Guided Instruction (CGI) project chain of inquiry. We describe the teacher's knowled…
Cognitively Guided Instruction
In this article we propose that an understanding of students' thinking can provide coherence to teachers' pedagogical content knowledge and their knowledge of subject matter, curriculum, and pedagogy. We describe a research-based model of children's thinking that teachers can use to interpret, transform, and reframe their informal or spontaneous knowledge about students' mathematical thinking. Our major thesis is that children enter school with a…
A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction
Elizabeth Fennema, Thomas P. Carpenter, Megan L. Franke, Linda Levi, Victoria R. Jacobs, Susan B. Empson, A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction, Journal for Research in Mathematics Education, Vol. 27, No. 4 (Jul., 1996), pp. 403-434
Understanding teachers’ self-sustaining, generative change in the context of professional development
A Longitudinal Study of Gender Differences in Young Children’s Mathematical Thinking
One area in which gender differences in mathematics have been studied minimally deals with strategies used to solve mathematical problems. The limited evidence available suggests that there may be some gender differences in problem-solving strategies. Differences have been found in grades 1-3, with girls tending to use observable strategies (such as counting) and boys tending to use mental strategies (Carr & Jessup, 1997). Gallagher and DeLisi (1…
New Perspectives on Gender Differences in Mathematics
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, New Perspectives on Gender Differences in Mathematics: A Reprise, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 19-21
A Longitudinal Study of Gender Differences in Young Children's Mathematical Thinking
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, A Longitudinal Study of Gender Differences in Young Children's Mathematical Thinking, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 6-11
Teachers’ shifting assessment practices in the context of educational reform in mathematics
Capturing Teachers’ Generative Change
This study documents how teachers who participated in a professional development program on understanding the development of students’ mathematical thinking continued to implement the principles of the program 4 years after it ended. Twenty-two teachers participated in follow-up interviews and classroom observations. All 22 teachers maintained some use of children’s thinking and 10 teachers continued learning in noticeable ways. The 10 teachers e…
Learning to Teach Mathematics
great strides in developing theories and re-search-based evidence about how to teach elemen-tary school mathematics in a way that develops students ' mathematical understanding. Much of this progress has grown out of research projects that engage teachers in learning to teach mathemiatics. These projects have not only shown what is possible for teachers and students but have also provided in-sight into how to support teachers in their own leamn-i…
Research for High-Quality Urban Teaching
Policy makers and school district administrators have responded to the current teacher shortage with a characteristic focus on the short run. Popular responses include Peace Corps-like recruitment strategies to persuade college graduates to teach for a year or two on alternative or emergency certification. To compensate for the shortcomings of an underprepared teaching staff, policy makers have adopted highly prescriptive, teacherproof curricula.…
Teacher Learning in Mathematics
Teacher Questioning to Elicit Students' Mathematical Thinking in Elementary School Classrooms
Cognitively Guided Instruction (CGI) researchers have found that while teachers readily ask initial questions to elicit students' mathematical thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning CGI professional development. We detail teachers' questions and how they relate to students' making explicit their complete and correct explanations. W…
Keeping It Complex
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
Engaging with others’ mathematical ideas
Integrating Professional Development on Mathematics and Equity
Research commonly finds that urban teachers bring deficit views about students of color with them into classrooms, and professional development efforts focused on this critical problem have been met with limited success. Therefore, scholars have called for work that integrates content and equity as a way to challenge teachers’ deficit views at the same time as they transform content instruction. However, few examples exist that describe how to do…
Learning to facilitate discussions
An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions
Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving
Compelling research evidence shows benefits for student learning from explaining one’s ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the tea…
Making Competence Explicit
Background: Current efforts to promote reasoning, problem solving, and discussion are often framed as advancing equity, but scholarship suggests individual students’ opportunities to learn can vary considerably in classrooms that attempt to take up these approaches to teaching mathematics. Noticing students’ mathematical strengths and positioning their contributions as competent is among aspects of instruction associated with more equitable learn…
“I See Her Able to Stay on Track”
Background or Context: Teachers knowing their students is consequential for students’ participation and learning. Evidence in mathematics education points to the ways that knowing the details of students’ mathematical thinking supports teacher and student learning. What it means to know students and what teachers learn about their students are situated in the everyday practices of schooling. Purpose, Objective, Research Question, or Focus of Stud…
Mathematics education (21 obras) · Psychology (21 obras) · Mathematics Education and Teaching Techniques (17 obras) · Pedagogy (17 obras) · Computer Science (11 obras) · Teacher Education and Leadership Studies (10 obras) · Mathematics (9 obras) · Cognitive and developmental aspects of mathematical skills (8 obras) · Sociology (7 obras) · Teaching method (7 obras)