Praising and correcting: prospective teachers investigate their teacherly talk

Sandra Crespo

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 18, No. 6 pp. 739–758

Despite recent calls for teachers to promote and increase students’ communication and discussion in their classrooms, prospective teachers have limited opportunities to explore issues of classroom talk during their teacher preparation programs. In...

Language: English

Truth, Lies, and Videotapes: Embracing the Contraries of Mathematics Teaching

Sandra Crespo

Elementary School Journal Vol. 117, No. 1 (2016) pp. 101–118

As videos of teaching become increasingly available and used as tools for analyzing classroom practice, it is important for researchers and practitioners to reflect on the nature and purposes of video representations of teaching. Too often classroom ...

Learning Mathematics in Dynamic Computer Environments

Nathalie Sinclair; Sandra Crespo

Teaching Children Mathematics Vol. 12, No. 9 (May 2006) pp. 436–444

This article describes ways in which technology-supported mathematical investigation can engage students with substantive mathematics. It focuses particularly on the ways in which the NCTM Process and Content Standards for the elementary grades can...

Classroom Photographs: Reframing What and How We Notice

Joy A. Oslund; Sandra Crespo

Teaching Children Mathematics Vol. 20, No. 9 (May 2014) pp. 564–572

Improving the mathematical experiences of students depends on teachers' commitment and support for reflecting on and learning from their classroom teaching experience. In this article, the authors invite readers to consider using classroom...

Learning to Notice and Name Students’ Mathematical Strengths: A Digital Experience

Nicole Bannister; Crystal Kalinec-Craig; Diana Bowen; Sandra Crespo

Journal of Technology and Teacher Education Vol. 26, No. 1 (January 2018) pp. 13–31

In this article the authors discuss the process of designing a digital experience to support prospective teachers to learn to enact an equity-based complex practice of mathematics teaching, namely to notice students’ mathematical strengths rather...