Mary Kay Stein

Bio: Mary Kay Stein is an academic researcher from University of Pittsburgh. The author has contributed to research in topics: Professional development & Teaching method. The author has an hindex of 39, co-authored 97 publications receiving 10276 citations. Previous affiliations of Mary Kay Stein include University of California, San Diego & Oakland University.

Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms

Abstract: This article focuses on mathematical tasks as important vehicles for building student capacity for mathematical thinking and reasoning. A stratified random sample of 144 mathematical tasks used dur...

Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell

Abstract: Teachers who attempt to use inquiry-based, student-centered instructional tasks face challenges that go beyond identifying well-designed tasks and setting them up appropriately in the classroom. Because solution paths are usually not specified for these kinds of tasks, students tend to approach them in unique and sometimes unanticipated ways. Teachers must not only strive to understand how students are making sense of the task but also begin to align students' disparate ideas and approaches with canonical understandings about the nature of mathematics. Research suggests that this is difficult for most teachers (Ball, 1993, 2001; Leinhardt & Steele, 2005; Schoenfeld, 1998; Sherin, 2002). In this article, we present a pedagogical model that specifies five key practices teachers can learn to use student responses to such tasks more effectively in discussions: anticipating, monitoring, selecting, sequencing, and making connections between student responses. We first define each practice, showing how a typical...

Functions, Graphs, and Graphing: Tasks, Learning, and Teaching

Abstract: This review of the introductory instructional substance of functions and graphs analyzes research on the interpretation and construction tasks associated with functions and some of their representations: algebraic, tabular, and graphical. The review also analyzes the nature of learning in terms of intuitions and misconceptions, and the plausible approaches to teaching through sequences, explanations, and examples. The topic is significant because of (a) the increased recognition of the organizing power of the concept of functions from middle school mathematics through more advanced topics in high school and college, and (b) the symbolic connections that represent potentials for increased understanding between graphical and algebraic worlds. This is a review of a specific part of the mathematics subject mailer and how it is learned and may be taught; this specificity reflects the issues raised by recent theoretical research concerning how specific context and content contribute to learning and meaning.

Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning.

Abstract: In order to develop students' capacities to "do mathematics," classrooms must become environments in which students are able to engage actively in rich, worthwhile mathematical activity. This paper focuses on examining and illustrating how classroom-based factors can shape students' engagement with mathematical tasks that were set up to encourage high-level mathematical thinking and reasoning. The findings suggest that when students' engagement is successfully maintained at a high level, a large number of support factors are present. A decline in the level of students' engagement happens in different ways and for a variety of reasons. Four qualitative portraits provide concrete illustrations of the ways in which students' engagement in high-level cognitive processes was found to continue or decline during classroom work on tasks.

Implementing Standards-Based Mathematics Instruction: A Casebook for Professional Development

Abstract: Teachers and teacher educators interested in synthesizing their current practice with new mathematics standards will welcome this highly useful volume. Presented are cases of mathematics instruction drawn from research of nearly 500 classroom lessons. Readers will gain insight about how to foster a challenging, cognitively rich, and exciting classroom climate that propels students toward a richer understanding of mathematics.

Using Multivariate Statistics

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Qualitative research for education: An introduction to theories and methods

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