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Technological advances in computer vision and machine learning image and audio classification will continue to improve and evolve. Despite their prevalence, teachers feel ill-prepared to use these technologies to support their students’ learning. To address this, in-service middle school teachers participated in professional development, and middle school students participated in summer camp experiences that included the use of Google’s Teachable Machine, an easy-to-use interface for training machine learning classification models. An overview of Teachable Machine is provided. As well, lessons that highlight the use of Teachable Machine in middle school science are explained. Framed within Personal Construct Theory, an analysis of the impact of the professional development on middle school teachers’ perceptions (n = 17) of science lessons and activities is provided. Implications for future practice and future research are described.

In this article, the authors present a framework for guiding elementary preservice teachers in adapting mathematics word problems to better meet English language learners' (ELLs) needs. They analyze preservice teachers' ELL adaptations implemented in a one-on-one setting. Through qualitative methods, four themes regarding implemented adaptations are identified: language adaptations, mathematical adaptations, tool/visual adaptations, and structural adaptations. The authors conclude that the framework was successful in helping preservice teachers learn about adapting curriculum by interacting with ELLs. Implications for teacher education are discussed.

Recognizing, building, describing, extending, and analyzing patterns are key components of algebraic reasoning. Oftentimes pattern-based instruction is used to support the understanding of functions and variables. In this study, elementary preservice teachers (n = 23) were asked to explore, extend, explain, create equations for, and analyze linear, geometric, and quadratic integer patterns using color tiles. Then they created, extended, described, and analyzed their own patterns while working in groups (n = 8). The research question was: What algebraic errors do PSTs demonstrate in the process of constructing, explaining, and analyzing their own linear, geometric, and quadratic patterns using color tiles? The analysis, which focused on errors and misunderstandings preservice teachers demonstrated in their final unit, revealed three specific areas of difficulties: figural errors, explanation challenges, and improper use of algebraic language. Participants failed to connect their algebraic images in a coherent manner, there was confusion in articulating their algebraic thought processes, and algebraic terminology was improperly used. Implications for teaching and further research are described.