Fostering students' inquiry aptitudes and collaborative reasoning in higher education science courses with social annotation tools and collaborative platforms

2024-9-17

Re‐imagining professional learning communities in education: Placing teacher leadership in <scp>STEM</scp> context

2024-9-13

Support for collective argumentation in integrated STEM: A study of elementary teachers' practice

2024-9-11

What does a scientist look like? Children's perceptions of scientist gender and skin tone

2024-9-10

Developing an instrument to measure Korean pre‐service teachers' understanding of language as an epistemic tool in mathematics education

2024-9-2

Supporting student‐centered math instruction in high‐need urban schools: The role of self‐talk in teacher identity development

2024-8-28

An examination of the development of a secondary mathematics preservice teacher's use of effective questioning

2024-8-27

Embracing informal learning experiences to support science and mathematics education

2024-8-12

Design and usability evaluation of a mobile app for elementary school inquiry‐based science learning

2024-8-5

From co‐teaching to co‐mentoring: Transforming special education and mathematics instructional partnerships through shared content‐focused professional development

2024-8-4

Effects of the Presidential Awards for Excellence in Mathematics and Science Teaching (<scp>PAEMST</scp>) on teacher leadership trajectories

2024-8-2

Issue Information

2024-8-1

I am Black and I am a girl‐child, can I still be a scientist?

2024-7-31

Creating a climate of <scp>STEM</scp> teacher curiosity

2024-7-30

Elementary students' argumentative and explanatory mathematical writing about fractions

2024-7-30

Problem Section

2024-7-25

“I really got to think about my background, their background, and how do we come together on something?”: One emergent mathematics teacher leader's reflexive journey with <scp>Social Justice Mathematics</scp>

2024-7-9

Instructional supports can reveal the word‐problem solving challenges of children with language difficulties

2024-7-4

Bridging theory and practice: A framework for <scp>STEM</scp> teacher leadership

2024-7-3

Elementary preservice teachers' use of prompts to encourage student‐to‐student talk during simulated argumentation discussions

2024-6-27

Preservice secondary science and mathematics teachers' readiness to teach multilingual learners: An investigation across four teacher education programs

2024-6-25

A literature review: Mathematics vocabulary intervention for students with mathematics difficulty

2024-6-24

Engaging elementary mathematics specialists: Strengthening the connections between university coursework and practice

2024-6-24

How informal elementary teacher leaders in mathematics are positioned in advice and information networks

2024-6-23

An instructional framework for teaching <scp>STEM</scp> to students with moderate to severe disabilities

2024-6-9

Issue Information

2024-6-1

Problem section

2024-6-1

Exploring the enactment of a coaching stance: Findings from one coach–teacher dyad

2024-5-25

Higher‐order thinking skills‐oriented problem‐based learning interventions in mathematics: A systematic literature review

2024-5-22

Building bridges: An exploratory study of Carver Bridge to STEM success students' experiences and sense of belonging

2024-5-22

Setting the stage for successful inclusion of students with autism spectrum disorder: Supports to generate and process mathematical language

2024-5-18

Exploring a practice‐based approach to elementary preservice science teacher preparation

2024-5-12

Schemas, rounding, and comparison, oh my!: Supporting students with money word problems

2024-5-10

Disrupting the <scp>STEM</scp> status quo with <scp>equity‐focused</scp> integrated <scp>STEM</scp> practices (ISPs)

2024-5-9

The emergence of science teacher leadership in the context of the pursuit of teaching science for social justice

2024-5-6

Research publication and design trends in mathematics‐specific teacher leadership: A systematic review

2024-4-15

STEM teacher advocate identity in the United States

2024-4-12

Validity evidence of the use of quantitative measures of students in elementary mathematics education

2024-4-11

Algebra story problem: The nature of students' obstacles

2024-4-9

Designing an observation protocol for professional development providers and mentors working with scientific inquiry‐supported classroom settings

2024-4-9

Issue Information

2024-4-1

Mathematical practices are everywhere: The intersections of pre‐service teacher claims, <scp>non‐mathematics‐education</scp> faculty claims, and observable actions

2024-3-29

Problem Section

2024-3-28

Elementary preservice teachers' engagement in a life science‐oriented engineering design task promotes their knowledge of life science and engineering assessment

2024-3-27

Demystifying math myths: <scp>Examining</scp> rules that expire

2024-3-26

Characterizing elementary students' authentic navigation through an engineering design task using a design space lens

2024-3-26

Gender, teacher, and school characteristics as predictors of advanced placement physics performance

2024-3-22