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Data-driven decision making is a critical leadership skill. This study describes how leadership at a four-year university used extant data to improve student outcomes. The University identified the high rate of first-time-in-college (FTIC) student withdrawal/failure in initial algebra courses as having a detrimental effect on other student success metrics such as student retention and completion rates. The study was initiated to determine how analysis of extant student data could enable leaders to better understand the problem, identify ways in which university policies and/or practices could be modified to increase students' pass rates in their initial math courses, and ultimately result in improved student outcomes. Data from four cohorts of first time in college students were analyzed to better understand the effects of the university placement practices on student outcomes, and potentially identify students who may be at-risk of failure to provide early intervention. The initial results indicate under-placement of female students in lower math courses at a statistically significant level, and potential use of students' high school GPA as an early-warning indicator of failure. The study highlights the importance of leaders monitoring and analyzing local data to assess the impact of current policies and practices on student outcomes.

U.S. mathematics teachers face considerable pressures to keep up with pacing guides and to prepare students for standardized tests. At the same time, they are called upon to engage students in innovative exploratory activities and to incorporate new technologies into their lessons. These competing priorities pose considerable challenges. Against this backdrop, we investigated how middle-school mathematics teachers incorporated play into lessons involving interactive computer simulations (sims). The teachers used PhET sims in a variety of lessons. Following general guidelines for teaching with PhET sims, these lessons included a short period of play prior to more structured work with the sim. Our analysis of 15 mathematics lessons involving play led to the identification of four characteristics that distinguish the play phases of these lessons. Based on combinations of these characteristics, we identified three specific profiles of play, which lie at different points along a continuum of priorities from foregrounding students' ideas to keeping pace. We discuss the implications associated with each profile of the play phase, and we begin to articulate a theory that frames teaching with play as a matter of balancing divergent and convergent modes of activity.

Mathematics teachers are increasingly encouraged to incorporate computer-based technology in their classrooms, but these tools require strategic use in order to provide any substantive improvement to student understanding. This paper reports on how three middle-school mathematics teachers leveraged one particular tool, PhET interactive simulations (sims), quite differently. Using the perspective of instrumental orchestration, we describe five different sim and student roles that emerged in their lessons. These roles prompted different lesson orchestrations and varying opportunities for students to engage in the mathematics. Additionally, we present data from interviews with the teachers that document their beliefs about the affordances of PhET sims as we offer explanations for why each teacher orchestrated lessons differently. The interviews revealed each teacher's preferred role in the classroom, demonstrating how tension between certain roles may inhibit the orchestration of an effective sim-based lesson. We conclude by sharing implications for sim-based mathematics instruction and teacher professional development.

Computer technology, when coupled with reform-based teaching practices, has been shown to be an effective way to support student learning of mathematics. The quality of the technology itself, as well as how it is used, impacts how much students learn. Interactive simulations are dynamic virtual environments similar to virtual manipulatives that also make use of implicit scaffolding, targeted feedback, and concept-focused games. This study examines the effect of teaching mathematics with an interactive simulation on student attitudes and achievement. The intervention involved two classes of fourth-grade students using the interactive simulation over the course of four days to learn early fraction concepts. Data sources included pretests and posttests, a student attitude survey, and student focus group interviews. Significant changes were found from pretest to posttest on overall fraction knowledge, as well as on procedural and conceptual knowledge. Student attitudes toward learning fractions with the interactive simulation were overwhelmingly positive, and these findings were supported by the focus group interview data. These results suggest that interactive simulations, when paired with effective teaching, can be highly effective tools for supporting both procedural and conceptual understanding.

In this article, the authors describe classroom use of technology that successfully engaged fourth grade students (typically aged 9-10) in the United States in learning about fractions. The activities involved the use of an interactive simulation designed to support student learning of fractions, and whole-class discussion where students were prompted to reflect on their learning with the simulation. The authors found this discourse-rich environment coupled with simulation use to be motivating to students and supportive of their growing understanding of fraction ideas. Herein they describe the PhET Interactive Simulations Project at the University of Colorado Boulder and its suite of free interactive simulations, or "sims", for teaching mathematics and science and how these simulations can be effectively implemented in the classroom.

This study examined the impact of a Family Math Night on preservice teachers' perceptions of low-income parents and their engagement in their children's education. Participants were enrolled in an elementary mathematics methods course; one section served as the treatment group. Participants were required to aid in the planning and implementation of a Family Math Night held at a school serving a predominantly African American, high-poverty community. Results of a pre- and post-survey analysis indicate that the treatment group had more positive perceptions of parental involvement overall. These results were not sustained 1 year later, suggesting important implications for mathematics teacher educators. (Contains 6 tables.)

This paper presents the results of a study that aimed at increasing students' problem-solving skills. Polya's (1985) heuristic for problem solving was used and students were required to articulate their thought processes through the use of a structured diary. The diary prompted students to answer questions designed to engage them in the phases of Polya's (1985) heuristic. While it appeared as though most students did not internalise the diary questions, further analysis of students' responses indicated that most students showed improvement in their solution strategies. These results indicate that having students write about their thinking may be beneficial for developing their problem-solving skills.

Mathematics teachers are increasingly encouraged to incorporate computer-based technology in their classrooms, but these tools require strategic use in order to provide any substantive improvement to student understanding. This paper reports on how three middle-school mathematics teachers leveraged one particular tool, PhET interactive simulations (sims), quite differently. Using the perspective of instrumental orchestration, we describe five different sim and student roles that emerged in their lessons. These roles prompted different lesson orchestrations and varying opportunities for students to engage in the mathematics. Additionally, we present data from interviews with the teachers that document their beliefs about the affordances of PhET sims as we offer explanations for why each teacher orchestrated lessons differently. The interviews revealed each teacher's preferred role in the classroom, demonstrating how tension between certain roles may inhibit the orchestration of an effective sim-based lesson. We conclude by sharing implications for sim-based mathematics instruction and teacher professional development. [ABSTRACT FROM AUTHOR]