Nicole Rigelman - Academia.edu (original) (raw)
Papers by Nicole Rigelman
Investigations in Mathematics Learning
Proficiency-based and problem-based teaching and learning are two instructional approaches that c... more Proficiency-based and problem-based teaching and learning are two instructional approaches that can appear to be at odds with one another in the mathematics classroom. For instance, while the instructional move of clarifying and sharing learning intentions with students (Black and Wiliam 1998) that is advocated in a proficiency-based approach may improve student achievement, the way a teacher employs this move may diminish the cognitive demand of the problem-based task, a key component of a problem-based approach. Students’ dispositions can also influence the implementation of proficiency-based and problem-based instruction. If a student’s focus is on meeting the criteria in a proficiency-based approach merely to address “What do I need to do to get an A?” and not on “How can I show you what I know?” it can be challenging to draw out mathematical thinking and problem solving—important components of a problem-based approach. This chapter suggests that teachers who use proficiency-bas...
Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y ... more Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.
Teaching Children Mathematics, 2007
Describes the teacher's role in promoting mathematical thinking and problem solving in the cl... more Describes the teacher's role in promoting mathematical thinking and problem solving in the classroom—identifying critical teacher actions and decisions; considering how beliefs influence the teacher's actions and decisions; and suggesting implications for teachers and students.
An abstract of the dissertation of Nicole Rend Miller Rigelman for the Doctor of Education in Edu... more An abstract of the dissertation of Nicole Rend Miller Rigelman for the Doctor of Education in Educational Leadership: Curriculum and Instruction presented May 29, 2 0 0 2. Title: Teaching Mathematical Problem Solving in the Context of Oregon's Educational Reform Implementation of Oregon's Educational Reform Act (HB 3565 and HB 2991) provides the context for this inquiry as its emphasis on problem solving has impacted mathematics teaching and learning throughout the state. Even though all Oregon teachers are responding to the same policy, their goals in teaching problem solving vary. These goals and these practices are influenced by the way teachers view the role o f problem solving in the curriculum. Further, their practice is influenced by their knowledge and beliefs about mathematics content, teaching, learning, and the reform policy. The questions addressed in this study are: (1) What do exemplary middle school math teachers do to engage students in mathematical problem solving? and (2) On what bases do these teachers make decisions about what to emphasize when teaching problem solving? how to teach problem solving?, and when to teach problem solving? This qualitative study provides a fuller description of Standards-based classroom practice than presently represented in the literature by offering both examples of problem solving practice and the related influences on that practice. It considers the influences o f policy, curriculum, professional development, administrators, and colleagues on teachers' developing practice. The study also grounds the implementation of the Principles and Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 2000) in the work of practicing middle school teachers. Finally, the study shows how, for these teachers, their curriculum has played a significant role in developing their perspectives on learning, teaching, and the nature of math, which has in turn, influenced their knowledge, beliefs, and instructional practice. This study demonstrates that teachers are able to teach in ways consistent with the NCTM Standards when their knowledge and beliefs about practice align with the recommendations. Further, they teach in this manner when professional development experiences are geared toward understanding and developing Standards-based
Teaching Children Mathematics, 2011
This planning guide supports teachers in thinking through instructional moves prior to lesson del... more This planning guide supports teachers in thinking through instructional moves prior to lesson delivery, enabling a classroom culture rich in thinking and discourse.
As you may be aware, your school is participating in the Oregon Mathematics Leadership Institute ... more As you may be aware, your school is participating in the Oregon Mathematics Leadership Institute (OMLI), a National Science Foundation project that involves 10 Oregon school districts, Oregon State University, Portland State University, Teachers Development Group, RMC Research Corporation, and several other universities and community colleges. More detailed information about the project is available at http://omli.org or from your school principal.
Studies in Educational Evaluation, 2014
ABSTRACT Science, Technology, Engineering, and Mathematics (STEM) education is important on a nat... more ABSTRACT Science, Technology, Engineering, and Mathematics (STEM) education is important on a national, regional, local, and individual level. However, there are many diverse problems facing STEM education in the US, one of the most critical is the limitation of current measurement tools and evaluation methodologies. The development of a common measurement system is an important step in addressing these problems. This paper describes the conceptualization stage of the development of a common measurement system. The resulting STEM Common Measurement System includes constructs that span from student learning to teacher practice to professional development to school-level variables. The authors detail the constructs and measurement tools associated with each construct. The interconnections within the STEM Common Measurement System are also discussed.
Mathematics Teaching in the Middle School, 2013
Take a page from the humanities and have your students investigate mathematics in writing.
Handbook of Research on Field-Based Teacher Education
In this chapter, two teacher educators share lessons learned when they adapted professional devel... more In this chapter, two teacher educators share lessons learned when they adapted professional development structures for use with teacher candidates during the clinical practicum experience. Highlighted in this chapter are two field-based teacher education approaches that support the development of mutually beneficial partnerships. Teacher candidates and their cooperating teachers collaboratively used lesson study to examine mathematical discourse in an elementary setting, while teacher candidates used instructional rounds as a way for teacher candidates to observe more experienced teachers in secondary classrooms. Both structures attempted to bridge the persistent divide between university learning and clinical practice to the benefit of K-12 students, teachers, and teacher candidates. The chapter concludes with recommendations for increasing the number of teacher candidates and partnership schools involved in this field-based learning in ways beneficial to all those involved.
Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
This chapter describes an initiative to better prepare teacher candidates to use formative assess... more This chapter describes an initiative to better prepare teacher candidates to use formative assessment practices in their elementary mathematics instruction. Specifically, the initiative involved a curriculum and pedagogical redesign of an elementary mathematics methods course sequence. During the redesign implementation, the instructors intentionally modeled formative assessment practices for teacher candidates and had teacher candidates complete scaffolded field-based assignments in their elementary field placement classrooms in order to practice formative assessment strategies. Throughout the chapter, there are illustrative examples of how the instructors implemented this initiative as well as how teacher candidates carried out the formative assessment practices in their settings. The chapter concludes with a discussion about teacher candidate growth and challenges when learning about and implementing formative assessment practices in mathematics.
Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
In this chapter, the authors describe the technology-enhanced activities intended to transform th... more In this chapter, the authors describe the technology-enhanced activities intended to transform the ways elementary mathematics teachers provide instruction to their students during a time of distance learning and potentially beyond. Recognizing instruction would take place in a variety of formats, The Math Learning Center supported teachers by providing resources that allow them to continue to engage students in the 4Cs—critical thinking, creative thinking, communicating, and collaborating—even in distance-learning environments. More specifically, the authors describe the alignment between the design of the technology-enhanced activities (TEAs) and the 4Cs as well as how the flexibility built into the TEAs provides opportunities for teachers to employ their technological pedagogical content knowledge as they make decisions for implementation in their specific contexts. Results from surveys and teacher interviews influenced the organization's plans for future research and develop...
RMLE Online, 2016
A qualitative study of the impact of a schooluniversity partnership in which eight teacher candid... more A qualitative study of the impact of a schooluniversity partnership in which eight teacher candidates from a two-year graduate program were placed together in a poverty level middle school was conducted. Teacher candidates in this particular program receive a master's degree, as well as a teaching license in their content area and special education. Using primarily focus group interviews with school leaders, cooperating teachers in special education and content classrooms, and teacher candidates, we wanted to determine the influence of the partnership on all stakeholders. We read transcripts to identify themes and coded by those themes. Later, we tracked the frequency of responses for each theme. We also examined learning gains data for students on Individual Education Plans (IEPs) and English Language Learners (ELLs) in content rooms in which teacher candidates taught, as well as interviewed a small sampling of middle school students. We found overwhelming support for the partnership across all stakeholders. Most frequently stakeholders noted cooperating teachers' increased ability to meet the needs of students with learning differences in their inclusive classrooms. This research contributes to the literature on the impact of school-university partnerships and co-teaching and on teaching and learning.
Northwest Journal of Teacher Education
The purpose of this study was for eight university-based teacher educators to experience Lesson S... more The purpose of this study was for eight university-based teacher educators to experience Lesson Study planning in order to gain a deeper understanding of the power relationships our teacher candidates experience in student teaching. Data included six video-recorded and transcribed planning sessions. Data analysis focused on the power relationships evident in the teacher educators' lesson planning process, including positions of power that were identified as sole leadership, challenged leadership, and shared leadership. Implications for incorporating lesson study with teacher candidates include increased sensitivity to power dynamics and leadership roles during planning.
Northwest Journal of Teacher Education
The purpose of this study was for eight university-based teacher educators to experience Lesson S... more The purpose of this study was for eight university-based teacher educators to experience Lesson Study planning in order to gain a deeper understanding of the power relationships our teacher candidates experience in student teaching. Data included six video-recorded and transcribed planning sessions. Data analysis focused on the power relationships evident in the teacher educators' lesson planning process, including positions of power that were identified as sole leadership, challenged leadership, and shared leadership. Implications for incorporating lesson study with teacher candidates include increased sensitivity to power dynamics and leadership roles during planning.
Teaching Children Mathematics, 2011
Investigations in Mathematics Learning
Proficiency-based and problem-based teaching and learning are two instructional approaches that c... more Proficiency-based and problem-based teaching and learning are two instructional approaches that can appear to be at odds with one another in the mathematics classroom. For instance, while the instructional move of clarifying and sharing learning intentions with students (Black and Wiliam 1998) that is advocated in a proficiency-based approach may improve student achievement, the way a teacher employs this move may diminish the cognitive demand of the problem-based task, a key component of a problem-based approach. Students’ dispositions can also influence the implementation of proficiency-based and problem-based instruction. If a student’s focus is on meeting the criteria in a proficiency-based approach merely to address “What do I need to do to get an A?” and not on “How can I show you what I know?” it can be challenging to draw out mathematical thinking and problem solving—important components of a problem-based approach. This chapter suggests that teachers who use proficiency-bas...
Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y ... more Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.
Teaching Children Mathematics, 2007
Describes the teacher's role in promoting mathematical thinking and problem solving in the cl... more Describes the teacher's role in promoting mathematical thinking and problem solving in the classroom—identifying critical teacher actions and decisions; considering how beliefs influence the teacher's actions and decisions; and suggesting implications for teachers and students.
An abstract of the dissertation of Nicole Rend Miller Rigelman for the Doctor of Education in Edu... more An abstract of the dissertation of Nicole Rend Miller Rigelman for the Doctor of Education in Educational Leadership: Curriculum and Instruction presented May 29, 2 0 0 2. Title: Teaching Mathematical Problem Solving in the Context of Oregon's Educational Reform Implementation of Oregon's Educational Reform Act (HB 3565 and HB 2991) provides the context for this inquiry as its emphasis on problem solving has impacted mathematics teaching and learning throughout the state. Even though all Oregon teachers are responding to the same policy, their goals in teaching problem solving vary. These goals and these practices are influenced by the way teachers view the role o f problem solving in the curriculum. Further, their practice is influenced by their knowledge and beliefs about mathematics content, teaching, learning, and the reform policy. The questions addressed in this study are: (1) What do exemplary middle school math teachers do to engage students in mathematical problem solving? and (2) On what bases do these teachers make decisions about what to emphasize when teaching problem solving? how to teach problem solving?, and when to teach problem solving? This qualitative study provides a fuller description of Standards-based classroom practice than presently represented in the literature by offering both examples of problem solving practice and the related influences on that practice. It considers the influences o f policy, curriculum, professional development, administrators, and colleagues on teachers' developing practice. The study also grounds the implementation of the Principles and Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 2000) in the work of practicing middle school teachers. Finally, the study shows how, for these teachers, their curriculum has played a significant role in developing their perspectives on learning, teaching, and the nature of math, which has in turn, influenced their knowledge, beliefs, and instructional practice. This study demonstrates that teachers are able to teach in ways consistent with the NCTM Standards when their knowledge and beliefs about practice align with the recommendations. Further, they teach in this manner when professional development experiences are geared toward understanding and developing Standards-based
Teaching Children Mathematics, 2011
This planning guide supports teachers in thinking through instructional moves prior to lesson del... more This planning guide supports teachers in thinking through instructional moves prior to lesson delivery, enabling a classroom culture rich in thinking and discourse.
As you may be aware, your school is participating in the Oregon Mathematics Leadership Institute ... more As you may be aware, your school is participating in the Oregon Mathematics Leadership Institute (OMLI), a National Science Foundation project that involves 10 Oregon school districts, Oregon State University, Portland State University, Teachers Development Group, RMC Research Corporation, and several other universities and community colleges. More detailed information about the project is available at http://omli.org or from your school principal.
Studies in Educational Evaluation, 2014
ABSTRACT Science, Technology, Engineering, and Mathematics (STEM) education is important on a nat... more ABSTRACT Science, Technology, Engineering, and Mathematics (STEM) education is important on a national, regional, local, and individual level. However, there are many diverse problems facing STEM education in the US, one of the most critical is the limitation of current measurement tools and evaluation methodologies. The development of a common measurement system is an important step in addressing these problems. This paper describes the conceptualization stage of the development of a common measurement system. The resulting STEM Common Measurement System includes constructs that span from student learning to teacher practice to professional development to school-level variables. The authors detail the constructs and measurement tools associated with each construct. The interconnections within the STEM Common Measurement System are also discussed.
Mathematics Teaching in the Middle School, 2013
Take a page from the humanities and have your students investigate mathematics in writing.
Handbook of Research on Field-Based Teacher Education
In this chapter, two teacher educators share lessons learned when they adapted professional devel... more In this chapter, two teacher educators share lessons learned when they adapted professional development structures for use with teacher candidates during the clinical practicum experience. Highlighted in this chapter are two field-based teacher education approaches that support the development of mutually beneficial partnerships. Teacher candidates and their cooperating teachers collaboratively used lesson study to examine mathematical discourse in an elementary setting, while teacher candidates used instructional rounds as a way for teacher candidates to observe more experienced teachers in secondary classrooms. Both structures attempted to bridge the persistent divide between university learning and clinical practice to the benefit of K-12 students, teachers, and teacher candidates. The chapter concludes with recommendations for increasing the number of teacher candidates and partnership schools involved in this field-based learning in ways beneficial to all those involved.
Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
This chapter describes an initiative to better prepare teacher candidates to use formative assess... more This chapter describes an initiative to better prepare teacher candidates to use formative assessment practices in their elementary mathematics instruction. Specifically, the initiative involved a curriculum and pedagogical redesign of an elementary mathematics methods course sequence. During the redesign implementation, the instructors intentionally modeled formative assessment practices for teacher candidates and had teacher candidates complete scaffolded field-based assignments in their elementary field placement classrooms in order to practice formative assessment strategies. Throughout the chapter, there are illustrative examples of how the instructors implemented this initiative as well as how teacher candidates carried out the formative assessment practices in their settings. The chapter concludes with a discussion about teacher candidate growth and challenges when learning about and implementing formative assessment practices in mathematics.
Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
In this chapter, the authors describe the technology-enhanced activities intended to transform th... more In this chapter, the authors describe the technology-enhanced activities intended to transform the ways elementary mathematics teachers provide instruction to their students during a time of distance learning and potentially beyond. Recognizing instruction would take place in a variety of formats, The Math Learning Center supported teachers by providing resources that allow them to continue to engage students in the 4Cs—critical thinking, creative thinking, communicating, and collaborating—even in distance-learning environments. More specifically, the authors describe the alignment between the design of the technology-enhanced activities (TEAs) and the 4Cs as well as how the flexibility built into the TEAs provides opportunities for teachers to employ their technological pedagogical content knowledge as they make decisions for implementation in their specific contexts. Results from surveys and teacher interviews influenced the organization's plans for future research and develop...
RMLE Online, 2016
A qualitative study of the impact of a schooluniversity partnership in which eight teacher candid... more A qualitative study of the impact of a schooluniversity partnership in which eight teacher candidates from a two-year graduate program were placed together in a poverty level middle school was conducted. Teacher candidates in this particular program receive a master's degree, as well as a teaching license in their content area and special education. Using primarily focus group interviews with school leaders, cooperating teachers in special education and content classrooms, and teacher candidates, we wanted to determine the influence of the partnership on all stakeholders. We read transcripts to identify themes and coded by those themes. Later, we tracked the frequency of responses for each theme. We also examined learning gains data for students on Individual Education Plans (IEPs) and English Language Learners (ELLs) in content rooms in which teacher candidates taught, as well as interviewed a small sampling of middle school students. We found overwhelming support for the partnership across all stakeholders. Most frequently stakeholders noted cooperating teachers' increased ability to meet the needs of students with learning differences in their inclusive classrooms. This research contributes to the literature on the impact of school-university partnerships and co-teaching and on teaching and learning.
Northwest Journal of Teacher Education
The purpose of this study was for eight university-based teacher educators to experience Lesson S... more The purpose of this study was for eight university-based teacher educators to experience Lesson Study planning in order to gain a deeper understanding of the power relationships our teacher candidates experience in student teaching. Data included six video-recorded and transcribed planning sessions. Data analysis focused on the power relationships evident in the teacher educators' lesson planning process, including positions of power that were identified as sole leadership, challenged leadership, and shared leadership. Implications for incorporating lesson study with teacher candidates include increased sensitivity to power dynamics and leadership roles during planning.
Northwest Journal of Teacher Education
The purpose of this study was for eight university-based teacher educators to experience Lesson S... more The purpose of this study was for eight university-based teacher educators to experience Lesson Study planning in order to gain a deeper understanding of the power relationships our teacher candidates experience in student teaching. Data included six video-recorded and transcribed planning sessions. Data analysis focused on the power relationships evident in the teacher educators' lesson planning process, including positions of power that were identified as sole leadership, challenged leadership, and shared leadership. Implications for incorporating lesson study with teacher candidates include increased sensitivity to power dynamics and leadership roles during planning.
Teaching Children Mathematics, 2011