Research Presession Planning Committee NCTM …...1 Research Presession Planning Committee NCTM Research Committee James E. Tarr (2010–2013), Chair University of Missouri Chris L

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Research Presession Planning Committee

NCTM Research CommitteeJames E. Tarr (2010–2013), ChairUniversity of Missouri Chris L. Rasmussen (2010–2013)San Diego State UniversityKaren F. Hollebrands (2011–2014)North Carolina State UniversityErica Walker (2011–2014)Teachers College, Columbia UniversityKathryn B. Chval (2012–2015)University of Missouri

Cliff Konold (2012–2015)University of Massachusetts AmherstRobert Q. Berry, Board Liaison (2011–2014)University of VirginiaKaren D. King—Staff Liaison (2011–2012)NCTMDavid Barnes—Staff Liaison (2012–2013)NCTM

Eric Knuth (2011–2013), CochairUniversity of WisconsinMaria Blanton (2012–2014), CochairTERCShuhua An (2012–2014), TreasurerCalifornia State University,Long Beach Mary Q. Foote (2011–2013), CommunicationsQueens College, City University of New York

Dan Battey (2011–2013), ElectronicsRutgers UniversityDenise Spangler (2012–2014), AwardsUniversity of GeorgiaAnn Ryu Edwards (2011–2013), EventsUniversity of Maryland

AERA–SIG/RME Executive Board

• TheResearchPresessionwillbeheldattheColoradoConventionCenterinDenver.

• RegistrationwillbeheldinLobbyA. •Monday,4:00p.m.–7:00p.m.•Tuesday,7:30a.m.–3:00p.m.

Registrationisrequiredforattendance,andbadgesmustbewornforallsessions.

• OnWednesday,theResearchPresessionisopentoallregisteredattendeestotheNCTMannualmeetingandtheNCSMannualconference.BadgesfromtheseconferenceswillberequiredforattendanceforallsessionsonWednesday.

• AlightreceptionwillbeheldonMondayeveninginLobbyA,8:30p.m.–10:00p.m.,followingtheopeningsessionat7:00p.m.inroom205/207.

• TwosetsofResearchPosterSessionswilltakeplaceinLobbyA •Monday,5:30p.m.–6:45p.m. •Tuesday,4:45p.m.–6:00p.m.• Asofnextyear,theResearchPresessionwillbecometheNCTMResearchConference.

• TheCallforPapersforthe2014NCTMResearchConference,April7–9,NewOrleans,willbeavailableonlineinearlyJune2013.

• TheNCTMBookstorewillbeopenonWednesday,10:00a.m.–7:00p.m.,intheExhibitHall.

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ThepublicationsandprogramsoftheNationalCouncilofTeachersofMathematicspresentavarietyofviewpoints.Theviewsexpressedorimpliedinthispublication,unlessotherwisenoted,shouldnotbeinterpretedasofficialpositionsoftheCouncil.ReferencetoparticularcommercialproductsbyaspeakershouldnotbeconstruedasanNCTMendorsementofsaidproducts(s).NCTMreservestherighttochangespeakers,changefacilities,ormodifyprogramcontent.

Announcements

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Opening Session Educational Entrepreneurship, Disruptive Innovation, and the Struggle for the Soul of Teaching and Teacher EducationMonday, April 15, 7:00 p.m.–8:30 p.m.Room 205/207

Are We Reaching Equity in Mathematics Education?Tuesday, April 16, 10:30 a.m.–12:00 p.m.Room 102

Recruiting and Retaining K–16 Students in STEMTuesday, April 16, 10:30 a.m.–12:00 p.m.Room 104

Embodied Cognition: What It Means to Know and Do MathematicsTuesday, April 16, 10:30 a.m.–12:00 p.m.Room 105

Writing and Reviewing for Mathematics Teacher EducatorTuesday, April 16, 3:00 p.m.–4:30 p.m.Room 106

The Life of a JRME Manuscript, through Three LensesWednesday, April 17, 8:30 a.m.–10:00 a.m.Room 108

Plenary Session Using Research to Make a Difference Wednesday, April 17, 10:30 a.m.–12:00 p.m.Room 205/207

Turning Your Research into an Article for TeachersWednesday, April 17, 1:00 p.m.–2:30 p.m.Room 108

Research Insights from the 12th International Congress on Mathematical EducationWednesday, April 17, 3:00 p.m.–4:30 p.m.Room 105

Invited Sessions

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OnbehalfofResearchCommitteeoftheNationalCouncilofTeachersofMathematics(NCTM)andtheSpecialInterestGroup/ResearchinMathematicsEducationoftheAmericanEducationalResearchAssociation,wewelcomeyoutoNCTM’sResearchPresession.TheResearchPresessionservesmultiplepur-poses.First,itbringsresearcherstogetherannuallytoexamineanddiscusscur-rentissuesinmathematicseducation.Second,itisanopportunityforresearch-erstoreceivefeedbackontheirworkandtobenefitfromexposuretoalternativepointsofview.Third,itaffordsbeginningscholarsopportunitiestointeractandnetworkwithveteranresearchersinthefield.Finally,itisanopportunitytocapitalizeonthecollectivewisdomavailablewhenresearchersandpractitionerscometogethertodiscussmathematicseducationandresearch.

WethankthemembersofNCTM’sResearchCommittee,membersoftheexecutiveboardfortheSIG/RME,andothermembersoftheresearchcom-munitywhoservedasreviewers.Yourworkisgreatlyvaluedandappreciated.Moreover,wethankthestaffatNCTMforhelpinguswiththelogisticsoftheconference,registration,printingtheprogram,andsoon.Also,wethankallthepresentersforagreeingtoparticipate.Finally,wethankeveryoneinattendanceandhopethatyouwillfindtheconferencehelpfultoyouinseveralways.

Sincerely,

JamesE.TarrNCTMResearchCommittee,Chair

EricKnuthAERASIG/RMECochair

MariaBlantonAERASIG/RMECochair

DavidBarnesNCTMResearchCommittee,StaffLiaison

Opening Session–Monday, 7:00 p.m.

EducationalEntrepreneurship,DisruptiveInnovation,andtheStrugglefortheSoulofTeachingandTeacherEducation

Kenneth Zeichner University of Washington Seattle, Seattle, Washington

Rooms205/207 SeeSession#35forfulldetails.6

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Foryoursafetyandbecauseoffireregulations,onlythosewithseatswillbeallowedinmeetingrooms.Tocomplywithfirecodes,wewillhavetoaskanypersonssittingonthefloororstandingtoleavetheroom.

Pleaseremember:

• Allmeetingroomswillbeclearedbetweenpresentations.• Allseatsareavailableonafirst-come,first-servedbasis.• Reservingspacesinlineorsavingseatsisnotpermitted.• Asacourtesytothespeakerandyourcolleagues,pleaseturnoffyourcellphoneduringallpresentations.

Monday, April 15

5:30 p.m.–6:45 p.m.

1Adding Induction to Proof Writing: Examining Effects of Professional DevelopmentPoster SessionStudentsmightstrugglewithproofsbecauseteachersfocustoomuchonthefinalproductandnotenoughoninductivepracticesthatleadtoproof.Thisresearchprojectstudiestheeffectsofaprofessionaldevelopmentprogramthatfocusesoninductivemethodsinteachers’beliefs,attitudes,andpractices.

Matthew ChedisterBoston University, Boston, Massachusetts

Lobby A

2Advancing Knowledge and Use of Mathematics: Reconceptualizing EngagementPoster SessionEngagementisill-defined:timeandspacearenecessary,differencescomplicateuseofbehavioralindicators,andaffectivedimensionsneedtobeconsidered.Presentingportraitsproblematizingconceptuallimitsofengagement,ourresearchisinformedbysocioculturalconstructivism.Synthesissuggests“knowing”and“knowledge”insufficiency.

Pamela A. HagenSD#43 Coquitlam, Vancovuer, CanadaAlayne C. ArmstrongUniversity of British Columbia, Vancouver, CanadaSylvia McLellanVancouver, CanadaNatalie PoirierEaton Arrowsmith School, Vancouver, Canada

Lobby A

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5:30 p.m.–6:45 p.m.

3A Linguistically Grounded Coding Scheme for Open-Ended ResponsesPoster SessionWeanalyzedopen-endedresponsesbyusingexplicitknowledgeofsystemicfunctionallinguisticsinthecontextofaresearchprojectonteachers’decisionmaking.Thismethodofcodingisdevelopedwithaneyetowardadvancingtheoryandresearch.

Wendy AaronOregon State University, Corvallis, OregonAnder W. EricksonUniversity of Michigan, Ann Arbor, MichiganJustin DimmelUniversity of Michigan, Ann Arbor, MichiganPat HerbstUniversity of Michigan, Ann Arbor, Michigan

Lobby A

4Autonomy-Supportive Instruction: Influences on Fourth Graders’ Skill Comparing FractionsPoster SessionWemeasuredstudents’accuracyatcomparingfractionstogaugewhetherautonomy-supportiveinstruction(ASI)influencesflexiblereasoningaboutfractionmagnitude.Representationformatandproblemtypewerebothsignificant:numericalnotation>circleareamodel;SD>SN=DND;andperformancewasmoreconsistentinahigh-ASIclassroom.

Tiera WillisChicago, Illinois

Lobby A

5Beginning Teachers’ Instructional Practices and Views about Math SuccessPoster SessionUsingachievementgoaltheory,Iexaminedtheinstructionalpracticesandviewsaboutsuccessandfailureinmathematicsfor10early-careerupper-elementaryteachers.Theseteachersgraduatedfromthesameteacherpreparationprogrambutwereteachingindifferentcontextsandgeographicalareas.

Shannon P. SweenyMichigan State University, East Lansing, Michigan

Lobby A

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5:30 p.m.–6:45 p.m.

6Body-Based Examples When Exploring Conjectures: Embodied Resources and Mathematical ProofPoster SessionWeusetheoriesofembodiedcognitiontoextendtypicalconceptionsofexample-basedreasoning.Studentscangenerateandtestexamplesbyusingtheirbodies,andthesepowerful“embodied”examplesareespeciallywellpositionedtosupportthedevelopmentofgeneralproofsthatgobeyondparticularinstances.

Muhammed Fatih DoganUniversity of Wisconsin–Madison, Madison, WisconsinCaroline WilliamsUniversity of Wisconsin–Madison, Madison, WisconsinCandace WalkingtonSouthern Methodist University, Dallas, Texas

Lobby A

7Brain Activity and Students’ Reading and Mathematics FluencyPoster SessionFunctionalnear-infraredimaging,whichmeasureschangesinbloodflow,caninvestigatebrainactivityduringreadingandmathematicsfluencytasks.Twelveuniversitystudentsparticipatedinscanningsessionsandinterviews.Differentactivationlevelswererelatedtofluencylevels,andfluencylevelsinmathematicsandreadingwerecomparable.Wewilldiscussimplicationsforlearning.

Enrique OrtizUniversity of Central Florida, Oviedo, Florida

Lobby A

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5:30 p.m.–6:45 p.m.

8Bringing Variable Notation to the Forefront of Early Mathematics EducationPoster SessionWepresentpreliminaryanalysestoshowthatyoungchildrencananddocomfortablyusemathematicalsymbolstoexpressrelationshipsbetweenquantities.Usingvariablenotationisclearlywithinthereachofyoungchildren,andwechallengethelackofexplicitattentiontovariablenotationinearlyalgebraresearch.

Barbara M. BrizuelaTufts University, Medford, MassachusettsMaria BlantonTERC, Cambridge, MassachusettsKatie SawreyTufts University, Medford, MassachusettsAngela Murphy GardinerTERC, Cambridge, MassachusettsBrian GravelTufts University, Medford, MassachusettsAshley Newman-OwensTufts University, Medford, Massachusetts

Lobby A

9Coordinating Multiple Representations Skills in Reform CalculusPoster SessionBothreformapproachestoteachingcalculusandtheNCTMStandardscallforcoordinatingmultiplerepresentations(CMR)skills.WecodedCMRtypesinonereformtextbookbyusingJanvier’s4×4grid.DifferentCMRtypeswererepresentedindifferentchapters,aswellasbetweenexplanationportionsandstudentexercises.

Jennifer CromleyTemple University, Philadelphia, PennsylvaniaBriana ChangTemple University, Philadelphia, PennsylvaniaTheodore W. WillsTemple University, Philadelphia, Pennsylvania

Lobby A

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5:30 p.m.–6:45 p.m.

10Designing a Professional Development Series for K–8 TeachersPoster SessionUsingtransformationaltheoryandalearner“hats”framework,weinterpretandsharefindingsfromanalysisofteacher-producedmathematicsworkoverthesessionseries,teacherfocusgroupinterviews,andteachercriticalreflections.K–8teachers’thinkingaboutwhatitmeanstodo,learn,andteachmathematicshasshifted.

Jeff D. FarmerUniversity of Denver, Denver, ColoradoNicole M. RussellUniversity of Denver, Denver, ColoradoAllegra B. ReiberUniversity of Denver, Denver, ColoradoMindy AdairKent Denver High School, Denver, ColoradoCatherine A. MartinDenver Public Schools, Denver, ColoradoJodi HolzmanDenver Public Schools, Denver, Colorado

Lobby A

11Differentiation’s Effect on Standardized Assessment PerformancePoster SessionDifferentiatedinstructionaffectedseventh-gradestudentperformanceonstandardizedtests.Analysisofstudentdatayieldedinconclusiveresults,butclassroomobservationsrevealeddeficienciesininstructionaldelivery,possiblycorrelatedtopreferredteachingstyles.Wewilldiscussdata,standardizedassessment,andchallengesofdifferentiatedinstruction.

Kimberly G. WilliamsClint Independent School District, El Paso, TexasJulia TruaxClint Independent School District, El Paso, TexasNorma Estrada-KeithClint Independent School District, El Paso, Texas

Lobby A

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5:30 p.m.–6:45 p.m.

12Discussion Orchestration’s Effect on Students’ Social ComparisonsPoster SessionThisstudydescribesdiscussionorchestrationinonethird-gradeteacher’sclassroomfromtheperspectiveofsocialcomparisontheory.Theteacher’spositioningofstudentstrategiescontributedtorankingstrategiesdependingontheirrelativesophistication,whichsometimestriggeredstudents’socialcomparisonbehaviors.

Yukari YamakawaUniveristy of Pittsburgh, Pittsburgh, PennsylvaniaEllen AnsellUniversity of Pittsburgh, Pittsburgh, Pennsylvania

Lobby A

13Enculturation of Teachers into Mathematical InquiryPoster SessionThisresearchinvestigatestheenculturationprocessthatoccurredforoneteacherinasix-weekintensivemathematicsimmersionprofessionaldevelopmentprogram.Theanalysisoflanguageandverbalinteractionwasusedtodocumentincreasedparticipationintheculturalpracticesofamathematicalcommunity.

Mary Elizabeth R. MatthewsBoston University, Boston, Massachusetts

Lobby A

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5:30 p.m.–6:45 p.m.

14Focus on Diversity in Preservice Mathematics Teachers’ DevelopmentPoster SessionWepresentresultsofaprojectemployingstrategiesinaproblem-solvingcoursetoenhancemiddle-gradespreserviceteachers’knowledgeforteachingalgebraforequity.Courseactivitiesincludemathematicsproblemandequitychallenges,discussionsandreadingondiversity,SecondLifetutoring,andSecondLifeteaching.

Gerald KulmTexas A&M University, College Station, TexasTrina DavisTexas A&M University, College Station, TexasLaToya C. AndersonTexas A&M University, College Station, TexasTingting MaTexas A&M University, College Station, TexasChance R. LewisUniversity of North Carolina–Charlotte, Charlotte, North Carolina

Lobby A

15Group Theory’s Effect on Mathematical Knowledge for TeachingPoster SessionWestudiedhowknowledgeofgrouptheoryaffectedteachingofK–12mathematics.Engageindialogueaboutthepotentialrolethatadvancedmathematicalhorizonknowledgeplaysinteachers’mathematicalpracticeandwaystoresearchitscontributiontoteaching.

Nicholas H. WassermanSouthern Methodist University, Dallas, TexasJulianna Connelly StocktonSacred Heart University, Fairfield, Connecticut

Lobby A

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5:30 p.m.–6:45 p.m.

16Hypothetical Learning Trajectories for Mathematically Gifted Students: K–5Poster SessionUsinganationallyrepresentativeECLS-Kdataset,thisstudyexamineshowthelearningtrajectories(LT)differforgradesK–5studentswhoreceivedgiftedservicesinmathematicsandthosewhodidnot.FindingsmayhelpresearchersandteachersunderstanddifferencesbetweengiftedandnongiftedLTinmathematics.

Jennifer Oloff-LewisCalifornia State University, Chico, Chico, CaliforniaFinbarr SloaneArizona State University, Tempe, Arizona

Lobby A

17Identifying Key Changes in Preservice Teachers’ Thinking around Number TheoryPoster SessionExplorerecentresearchdescribingpreserviceelementaryteachers’developingunderstandingofnumbertheorytopicssuchasprimesanddivisibility.Usingaconstructivisttheoreticalframework,discussionwillfocusonkeychangesobservedasparticipantsachieveddeeperlevelsofunderstandingafterrelevantinstruction.

Ziv FeldmanBoston University, Boston, Massachusetts

Lobby A

17.1Rural School Math Coaching: Lessons from a Yearlong Case StudyPoster SessionExplorefindingsofayearlongcasestudyabouttherelationshipbetweenmathcoachingandcollaborationinaruralAppalachianschool.Learnmoreabouttheworkofamathcoach,aswellasthebenefitsandchallengesofmathcoachinginaruralsetting.

Sara Lohrman HartmanOhio University, Athens, Ohio

Lobby A

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5:30 p.m.–6:45 p.m.

19Improving Student Mathematical Thinking through Classroom Discourse and Instructional TasksPoster SessionChangeinperformanceoffourlow-achieving,fourth-grademathematicsstudentswithregardtotakingresponsibilityforlearningandthinkingmathematicallywasanalyzed.Studentshadtheopportunitytosolveanddiscusshigh-levelmathematicaltasks.Analysissuggestspositivechangesinstudentperformance.

Maryellen WilliamsUniversity of Pittsburgh, Pittsburgh, Pennsylvania

Lobby A

20In-Service Secondary Teachers’ Conceptualization of Complex NumbersPoster SessionWewillsharein-servicesecondarymathematicsteachers’reasoningofcomplexnumberswithdifferentrepresentations.Participantsdidnothaveadualconceptualizationofeachrepresentationofcomplexnumbersandthusdidnothaveadualconceptualizationofcomplexnumbers.

Stephenie Anderson-DybenUniversity of Northern Colorado, Greeley, ColoradoHortensia Soto-JohnsonUniversity of Northern Colorado, Greeley, ColoradoGulden KarakokUniversity of Northern Colorado, Greeley, Colorado

Lobby A

21Investigating Trigonometry in the Modern SciencesPoster SessionThisposterreportsresultsfromastudyaimedatdevelopingaholistic,research-basedperspectiveonthepurposeoftrigonometryinthemodernsciences.Datacomefromasurvey,interviews,andtextbooks.Resultsclarifythedegreeofalignmentandcohesionoftrigonometryeducationinthemodernsciences.

Joshua HertelIllinois State University, Normal, Illinois

Lobby A

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5:30 p.m.–6:45 p.m.

22Lesson Plan Evaluation Instrument: Assessing Math Lesson PlansPoster SessionLessonplansareagatewayintoteachers’mathunderstandinginrelationtopedagogy.Investigatinghowteachersplanoffersinsightintohowtheyperceivemathematicalconceptsdevelopingduringalesson.TheLessonPlanEvaluationInstrumenthelpsteachereducatorsandschoolsexaminehowteachersdevelopmathconceptsandhaspotentialimplicationsforinstruction.

Jacqueline G. Van SchooneveldUniversity of Pennsylvania, Philadelphia, Pennsylvania

Lobby A

23Mathematics Knowledge and Beliefs and Their Relationships in Preservice TeachersPoster SessionTeachersdeveloptheirknowledgethroughteacher-preparationprograms.Programdevelopersshouldknowthecharacteristicsthatpreserviceteachersholduponenteringprograms.Wecharacterizepreserviceteachers’mathematicalknowledgeforteachingandbeliefswhileanalyzingrelationshipsamongthesecharacteristics.

Janet MercadoUniversity of California, Irvine, Irvine, CaliforniaRossella SantagataUniversity of California, Irvine, Irvine, CaliforniaSonja MohrBerlin Institute of Technology Institute of Education, Berlin, Germany

Lobby A

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5:30 p.m.–6:45 p.m.

24Mathematics Pedagogical Beliefs and Early Childhood Student Teaching Poster SessionThisstudyusedamixed-methodsexplanatorydesigntoexaminechangesinpreserviceteacherbeliefsrelatedtoearlychildhoodmathematicsduringtheirstudent-teachingexperience.Positiveshiftsinpedagogicalbeliefsoccurredafterstudentteaching;however,follow-upinterviewsidentifiedbarriersimpedingincreasedshiftsacrossparticipants.

Sandra M. LinderClemson University, Clemson, South CarolinaAmber SimpsonClemson University, Clemson, South Carolina

Lobby A

25Mathematics Vocabulary’s Effect on Mathematics AchievementPoster SessionThisstudyincorporatescorrectlyandincorrectlyworkedexamplesandself-explanationpromptswithtypicalproblemstopromotealgebralearning.Thepurposeistoexaminethecorrelationbetweenthenumberofprecisemathematicaltermsusedcorrectlywhenansweringself-explanationpromptsandconceptualandproceduralposttestperformance.

Kelly M. McGinnTemple University, Philadelphia, Pennsylvania

Lobby A

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5:30 p.m.–6:45 p.m.

26Math Teachers’ Circle: Initial Findings of Impact on Teacher Leadership Poster SessionAfirst-yearMathTeachers’Circleofferedteachersaprofessionaldevelopmentexperiencethatnotonlyallowedthemtobecomemathematicallearnersandproblemsolversagainbutalsopresentedopportunitiestobecometeacherleaders.Thisstudyusesaresearch-basedcommunities-of-practiceframeworktopresentthefindings.

Diana WhiteUniversity of Colorado Denver, Denver, ColoradoJan A. YowUniversity of South Carolina, Columbia, South CarolinaDebra GeddingsUniversity of South Carolina, Columbia, South Carolina

Lobby A

27Preservice Chinese Teachers’ Understanding of Ratio, Rate, and Proportional ReasoningPoster SessionChinesepreservicemathematicsteachers’subject-matterknowledge(SMK)onratio,rate,andproportionalreasoningfocusesmoreonproblemsolving,reasoning,andmakingconnectionsbutlessonunderstandingbasicconceptssuchasratio.ThestudyindicatesanotherwaytocategorizeSMKbyfocusingontheseaspects.

Jia HeMichigan State University, East Lansing, MichiganLin DingUniversity of Hong Kong, China

Lobby A

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5:30 p.m.–6:45 p.m.

28Reciprocal Noticing: Constructing Common Resources with English Language LearnersPoster SessionReciprocalnoticingistheinterpersonalprocessthatallowstwopeopletonoticeeachother’sideas.AconversationwithanEnglishlanguagelearner(ELL)workingonavolumeproblemshowshowreciprocalnoticingcansupportteachersandstudents—particularlyELLs—tocreatecommonresourcesforteachingandlearningmathematics.

Higinio DominguezMichigan State University, East Lansing, Michigan

Lobby A

29Special Education Teachers’ Participation in a Mathematics–Science PartnershipPoster SessionThisstudyexplorestheparticipationofeightspecialeducationteachersinamiddleschoolmathematics–focusedmathematics–sciencepartnership,withattentiontohowtheexperienceaffectsperceivedmathcompetenceandinstructionalpractice.Weconsiderimplicationsofincludingspecialeducationteachersinaprogramfocusedondeepeningmathcontent.

Hanin RashidRutgers University, Piscataway, New JerseyLynda B. GinsburgRutgers University, Piscataway, New Jersey

Lobby A

30Student–Teacher Interactions in Calculus Classrooms and during Office HoursPoster SessionIappliedconversationanalysistovideoofteacher–studentinteractionsincollegecalculusclassroomsandduringofficehours.Whereastheteachersmainlycontrolledthediscussioninclassrooms,studentstookanactiveroleduringofficehours,especiallyinstartinganewtopicofdiscussionandinverifyingtheirthinking.

Jun-Ichi YamaguchiUniversity of Georgia, Athens, Georgia

Lobby A

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5:30 p.m.–6:45 p.m.

31Teacher–Student Mathematical Interactions in Urban Middle SchoolsPoster SessionThisstudyexaminesmathematicalinteractionsbetweentwourbanmiddleschoolteachersandtheirstudents.Thelanguageandactionsofthesetwoteachersfosteredstudentengagementinthecontextofconceptuallychallengingmathematics.

Pamela C. BrettRutgers University, Piscataway, New Jersey

Lobby A

32Teachers’ Support for Developing Students’ Mathematical ArgumentationPoster SessionUsingBoalerandBrodie’sframeworkforcategorizingteachers’questionsalongwithToulmin’smodelofargumentation,weexaminetheroleofteachers’questionsinsupportingstudentsastheyjustifyandexplaintheirmathematicalreasoning.Wediscussfindingsfromfivealgebra1classroomsandimplicationsforfutureresearch.

Tracey HowellUniversity of North Carolina at Greensboro, Greensboro, North CarolinaP. Holt WilsonUniversity of North Carolina at Greensboro, Greensboro, North Carolina

Lobby A

33Testing Psychometric Properties of the Modeling Self-Efficacy ScalePoster SessionWesharethepsychometricpropertiesofthemodelingself-efficacyscale.Weexaminedthereliabilityandvalidityofascalebyengaginghighschoolstudents,whoratedtheirconfidenceforsolvingmodelingtasksadaptedfromtheProgramforInternationalStudentAssessment2003problem-solvingassessment.

Anu SharmaUniversity of Florida, Gainesville, FloridaStephen J. PapeJohns Hopkins University, Baltimore, Maryland

Lobby A

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5:30 p.m.–6:45 p.m.

34Which Mathematical Standards, Processes, and Content Draw Most Online Users?Poster SessionMathTennessee.orgoffersresourcesforteachers,families,andout-of-schoolprograms.Thisstudyanalyzesfrequency/durationofaccessoftoolkitpages(1)explainingorprovidingresourcesforeachCommonCoreStateStandard,(2)devotedtospecificmathcontentareasorpractices,and(3)offeringgeneralresourcesforeachaudience.

Olga EbertUniversity of Tennessee, Knoxville, Tennessee

Lobby A

7:00 p.m.–8:30 p.m.

35Educational Entrepreneurship, Disruptive Innovation, and the Struggle for the Soul of Teaching and Teacher EducationOpening SessionDebatesintheU.S.inthearenasofpolicyandpracticeaboutthefutureofpublicschooling,teaching,andteachereducationareinfullswing.Afterdescribingtheargumentsandvisionsforthefutureofthedifferentperspectivesinthisvigorousnationaldebate,wewillofferandanalyzespecificproposalsthatseektotranscendthevarious“camps”inthedebate.Theseproposalswilllooktobridgethedifferencesbetweengivingeveryone’schildrenaccesstowell-preparedandcompetentteachersandtothe“deeper”formsoflearningthatallpolicymakerswantfortheirownchildren.

Kenneth ZeichnerUniversity of Washington Seattle, Seattle, Washington

Rooms 205/207

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Tuesday, April 16

8:30 a.m.–10:00 a.m.

36A Lexicon for “Seeing” Viable Arguments in K–8 ClassroomsDiscussion SessionDifferencesinhowwerefertoreasoning,proof,andargumentationcanlimitourabilitytodocumentviablereasoningandargumentationandslowresearchprogress.Explorealexiconthatallowsresearcherstodistinguishbetweentypesofreasoningandargumentationthatoccurinclassrooms.

David A. YoppUniversity of Idaho, Moscow, Idaho

Room 111/113

37Approaches to Improving Mathematics Teaching in ChinaResearch SymposiumWedescribemethodstoimprovemathematicsteachinginChina—oneofthehighest-achievingcountriesininternationalmathematicscomparisons—anddiscusshowsuchapproachesmayaffectU.S.professionaldevelopmentefforts,especiallyforadoptingtheCommonCoreStateStandards.

Rongjin HuangMiddle Tennessee State University, Murfreesboro, TennesseeYeping LiTexas A&M University, College Station, TexasMeixia DingTemple Univeristy, Philadelphia, PennsylvaniaXue HanDominican University, River Forest, IllinoisThomas E. RicksLouisiana State University, Baton Rouge, Louisiana

Discussant: Ron TzurUniversity of Colorado Denver, Denver, Colorado

Room 102

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8:30 a.m.–10:00 a.m.

38Assessing Secondary Teachers’ Mathematical Habits of MindDiscussion SessionExploreinstrumentsthatassesssecondaryteachers’mathematicalhabitsofmind.Workonassessmentitemsdesignedtomeasureteachers’knowledgeandclassroomuseofmathematicalstructureandlanguage.Wewillalsodiscusshowclassroomobservationsinformedthedevelopmentoftheseassessmentitems.

Ryota MatsuuraSt. Olaf College, Northfield, MinnesotaSarah SwordEducation Development Center, Waltham, MassachusettsMary Beth PiechamEducation Development Center, Waltham, MassachusettsGlenn StevensBoston University, Boston, MassachusettsAl CuocoEducation Development Center, Waltham, Massachusetts

Room 108

39A Theory-Based Approach to Comparing Direct and Dialogic Mathematics InstructionResearch SymposiumWewillpresenttwomodelsformathematicsinstruction,directanddialogic,whichhavebeenspecifiedandrefinedduringayearofconversationswithmathematiciansandeducatorsrepresentingdifferentsidesofanongoingdebate.Threeofthesepeoplewillgivetheirreactionsafterthepresentation.

Charles MunterUniversity of Pittsburgh, Pittsburgh, PennsylvaniaMary Kay SteinUniversity of Pittsburgh, Pittsburgh, PennsylvaniaMargaret Schwan SmithUniversity of Pittsburgh, Pittsburgh, Pennsylvania

Discussants: James Hiebert

University of Delaware, Newark, Delaware

William G. McCallumUniversity of Arizona, Tucson, Arizona

Marcy SteinUniversity of Washington–Tacoma, Tacoma, Washington

Rooms 205/207

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8:30 a.m.–10:00 a.m.

40Building Progress Monitoring Measures for Algebra: Exploring Items and ScoresDiscussion SessionWeshareresultsfromyear1ofafederallyfundedproject,includingitem-levelandtotal-scoredatafromproceduralandconceptualprogress-monitoringmeasures.Wewilldiscusscharacteristicsoftheitemsandtheirimplicationsforuseinprogressmonitoring.

Anne FoegenIowa State University, Ames, IowaBarbara J. DoughertyUniversity of Missouri, Columbia, MissouriVickie L. SpainUniversity of Missouri, Columbia, MissouriJeannette R. OlsonIowa State University, Ames, IowaSubha SingamaneniIowa State University, Ames, Iowa

Room 107/109

41Conceptualizing Mathematics as Discourse in Different Educational ContextsResearch SymposiumWebringtogetherthreestudiesusingacommunicationalapproachtocognition.Thislenscanbeappliedindifferentcontextstoconceptualizemathematicsasdiscourseandhighlighttheimportanceofcommunicationinteachingandlearningmathematics.

Beste GuclerUniversity of Massachusetts Dartmouth, Fairhaven, MassachusettsDong-Joong KimKorea University, Seoul, South KoreaSasha WangBoise State University, Boise, Idaho

Discussant: Nathalie SinclairSimon Fraser University, Burnaby, Canada

Room 105

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8:30 a.m.–10:00 a.m.

42Implementation of a High School Curriculum: Research on PracticeResearch SymposiumExploreresearchresultsfromstudyingtheimplementationofafourth-yearhighschoolmathematicscurriculumbasedonoperationsresearchandindustrialengineering,fromstudentandteacherperspectives.

Karen Allen KeeneNorth Carolina State University, Raleigh, North CarolinaKaren S. NorwoodNorth Carolina State University, Raleigh, North CarolinaKrista HolsteinNorth Carolina State University, Raleigh, North CarolinaRichelle DietzNorth Carolina State University, Raleigh, North CarolinaZeynep YurtsevenNorth Carolina State University, Raleigh, North Carolina

Discussant: Thomas G. EdwardsWayne State University, Detroit, Michigan

Room 103

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8:30 a.m.–10:00 a.m.

43Interactive Paper Session

Variations in Mathematics Teaching Cycles: A Framework for Teacher GrowthResultsfromthefirstyearofamultiyearqualitativecasestudyinvestigatingthepracticeoftwopracticingteachers’andonepreserviceteacherinasite-basedsecondarymathematicspreparationprogramwillbepresented.Analysisofmultipledatasourcesilluminateddifferencesinparticipants’mathematicsteachingcyclesrelatedtotheirbeliefsandknowledge.

Alyson LischkaKennesaw State University, Kennesaw, Georgia

Learning Mathematics through Teaching: Preparation for Secondary TeachingThispaperdescribesresearchfindingsonthenatureofthepreservicesecondaryteachers’mathematicalknowledgeforteachingandhowitchangedduringtheimplementationofaprojectthatincludedteachingpracticumandclassexperiences.Wealsodescribetheirself-awarenessoftheirpreparationandtherelationshipbetweenthesecomponents.

May ChaarUniversity of New Hampshire, Durham, New HampshireTimothy Fukawa-ConnellyUniversity of New Hampshire, Durham, New HampshireHyung KimUniversity of New Hampshire, Durham, New Hampshire

Additional Authors: Sharon McCroneUniversity of New Hampshire, Durham, New HampshireNeil PortnoyUniversity of New Hampshire, Durham, New HampshireBrian GleasonUniversity of New Hampshire, Durham, New HampshireKaren GrahamUniversity of New Hampshire, Durham, New Hampshire

27

Creating, Implementing, and Researching a Practice-Based Math Methods CourseThissessionwillsharehowwecreatedandimplementedapractice-basedsecondarymathmethodscourseoverthecourseofthreeyears.Itwillincludewhatwelearnedwhileresearchingitseffectsinmathclassroomsandhowweusedthatknowledgetoredesignthecoursetobemorecloselytiedtoteacherpractice.

Mollie AppelgateVanderbilt University, Nashville, TennesseeJaime ParkUniversity of California, Los Angeles, Los Angeles, California

Presider: Chris RasmussenSan Diego State University, San Diego, California

Room 110/112

28

8:30 a.m.–10:00 a.m.


English Learners: Academic English Language Proficiency and MathematicsEmpiricalevidenceofstructurallinearrelationshipsacrossacademicEnglishlanguageproficiencyofEnglishlearnersandperformanceonstatemathematicstests,andthestabilityoftheserelationshipsacrosstwoU.S.stateswillbediscussed.Strategiesforembeddingcriticalfeaturesoftheacademiclanguageofmathematicsintolessonswillbehighlighted.

Rosalie GrantUniversity of Wisconsin–Madison, Madison, WisconsinRita MacDonaldUniversity of Wisconsin–Madison, Madison, Wisconsin

Additional Authors: H. CookUniversity of Wisconsin–Madison, Madison, WisconsinAek PhakitiUniversity of Sydney, Sydney, Australia

Professional Development Intervention to Enhance Latinos’ Math LearningThissessionfocusesonathree-yearlongitudinalstudyofaprofessionaldevelopment(PD)interventiononteachers’practicesusedtoteachmathematicstoLatinothirdgraders.ThestudyexplorescharacteristicsofthePDfacilitationmovesaswellashowthesemovesledtochangesintheparticipatingteachers’practices.

Kathryn ChvalUniversity of Missouri, Columbia, MissouriLuz ValoyesUniversity of Missouri, Columbia, MissouriDidem TaylanUniversity of Missouri, Columbia, Missouri

29

Appraising What Teachers’ Notice about Curriculum for Bilingual LearnersThisstudybuildsontheauthors’curriculumworkwheretheyfundamentallyalteredcommercialmathematicslessonsinanefforttoincreasebilingualLatina/ostudents’engagement,participation,discourse,andopportunitiestomakemathematicalmeaning.Thispaperexploreswhatteachersnoticeaboutthecurricularmodificationsandtheimportancetheyattributetothesechanges.

Craig WilleyIndiana University, Indianapolis, Indianapolis, IndianaKathleen PitvorecUniversity of Illinois at Chicago, Chicago, Illinois

Presider: Kathryn B. ChvalUniversity of Missouri, Columbia, Missouri

Room 201

30

8:30 a.m.–10:00 a.m.


Student Teachers’ In-the-Moment Noticing during Mathematics InstructionWedescribeastudyfocusedonunderstandingwhatstudentteacherswhohavehadcourseworkfocusedonanticipating,analyzing,andusingstudentthinkingnoticeasimportantinthemomentwhileteachingalesson.Wealsoanalyzebarriersthatpreventthemfromnoticingimportantmathematicalmomentsthatoccurduringinstruction.

Shari StockeroMichigan Technological University, Houghton, Michigan

Additional Author: Erin ThomasMichigan Technological University, Houghton, Michigan

Developing Equitable Math Teaching Practices in Middle School ClassroomsThisstudyexploreswhatconstitutesequitablemathematicsinstructionanddescribeseffortstodesignagraduatecoursethatenablesmathematicsteacherstoidentify,andlaterdesignandenact,equitableteachingpractices.Thegoalofthisstudyextendscurrentworkondefiningequitableinstructionalpracticesinmiddleschoolmathematicsclassroomsandhelpstofurtherrefineatheoryformathematicalknowledgeforequitableteaching.

Imani Masters-GoffneyUniversity of Houston, Houston, Texas

Unpacking Aspects of Task Implementation That Maintain Cognitive Demand in Classrooms with English Language LearnersWiththenumberofEnglishlanguagelearners(ELLs)inAmericanschoolsgrowingatunprecedentedrates,itisimportanttoexaminewhichstrategiesformaintainingcognitivedemandoftasksareeffectiveforELLs.InthisstudyIidentifiedcharacteristicsofclassroompracticethathelpedmaintaincognitivedemandoftasksimplementedwithELLs.

Zandra de AraujoUniversity of Missouri, Columbia, Missouri

Presider: Erica WalkerTeachers College, New York, New York

Room 203

31

8:30 a.m.–10:00 a.m.

46Opportunities to Learn Length Measurement in Elementary CurriculaResearch SymposiumPoorlearningandteachingoflengthmeasurementiswelldocumented,butthecauseshavenotbeensystematicallyexplored.Wepresentresultsfromacurriculumanalysisthatexploredthecontentandexpressionoflength-measurementopportunitiesinthreeU.S.curricularseriesandawidelyusedSingaporetext.

Lorraine M. MalesUniversity of Nebraska–Lincoln, Lincoln, NebraskaJack SmithMichigan State University, East Lansing, MichiganKosze LeeNorth Carolina State University, Raleigh, North Carolina

Discussant: Michael BattistaOhio State University, Columbus, Ohio

Room 104

47The Bodily Basis of Knowing and Mathematics Teaching/LearningDiscussion SessionMathematicseducationresearchshowsagrowinginterestinthebiologyofcognition,specificallyhowtactile–kinestheticbodilyexperiencescontributetounderstandingofmathematics.Explorehowthisenhancedtheoreticalperspectivemightbeusefulforandtakenupbytheclassroommathematicsteacher.

Barbara GravesUniversity of Ottawa, Ottawa, Canada

Room 106

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10:30 a.m.–12:00 p.m.

48Are We Reaching Equity in Mathematics Education?Research SymposiumThe2012NationalSurveyofScienceandMathematicsEducationprovidesnationallyrepresentativedataforK–12U.S.schools.Wewillsharefindingsregardingequitybyexaminingdistributionsofteachingandcurriculumresources,aswellaspedagogiesandtechnologiesforgivingallstudentslearningopportunities.

Daniel J. HeckHorizon Research, Chapel Hill, North CarolinaEvelyn M. GordonHorizon Research, Chapel Hill, North CarolinaKristen MalzahnHorizon Reseach, Chapel Hill, North CarolinaCourtney Layne NelsonHorizon Research, Chapel Hill, North Carolina

Discussant: Kathryn B. ChvalUniversity of Missouri, Columbia, Missouri

Room 102

49Developing a Valid, Reliable Observational Measure of Formative AssessmentDiscussion SessionAlthoughformativeassessmentisoftenclaimedtobeaneffectivestrategytoimprovestudentlearning,littleextantresearchteststheseclaims.Learnaboutaninstrumentdevelopedforlarge-scaleevaluationofformativeassessment,usetheinstrument,anddiscussstrategiestoincreaseinterraterreliability.

Robert C. SchoenFlorida State University, Tallahassee, FloridaMark LaveniaFlorida State University, Tallahassee, FloridaLaura B. LangFlorida State University, Tallahassee, FloridaMaureen F. OberlinFlorida State University, Tallahassee, Florida

Room 106

33

10:30 a.m.–12:00 p.m.

50Embodied Cognition: What It Means to Know and Do MathematicsResearch SymposiumExplorerecentadvancesinembodiedcognition,focusingontheoreticalandpragmaticissues.Wediscusstherolesofbodilyactionsinlearningmathematicsandhowclassroomexperiences,asconstitutedbythebodyininteractionwithothers,tools,andtechnologies,openupspacesformathematicslearning.

Laurie EdwardsSt. Mary’s College, Moraga, CaliforniaMitchell NathanUniversity of Wisconsin–Madison, Madison, WisconsinRicardo NemirovskySan Diego State University, San Diego, California

Discussant: Hortensia Soto-JohnsonUniversity of Northern Colorado, Greeley, Colorado

Room 105

51How Do Middle-Grades Teachers Recognize Proportional Relationships?Research SymposiumWebringtogetheranewmathematicalanalysisofproportionalrelationshipsandthreeempiricalstudies.Theanalysishighlightstwodefinitionsofratio.Theempiricalstudies,eachfromadifferentproject,examinewhenmiddle-gradesteachersaremoreandlesssuccessfulinmakingappropriatedeterminationsaboutproportionality.

Andrew IzsakUniversity of Georgia, Athens, GeorgiaSybilla BeckmannUniversity of Georgia, Athens, GeorgiaErik JacobsonUniversity of Georgia, Athens, GeorgiaChandra OrrillUniversity of Massachusetts Dartmouth, Dartmouth, MassachusettsJames BurkeUniversity of Massachusetts Dartmouth, Fairhaven, Massachusetts

Discussant: Patrick ThompsonArizona State University, Phoenix, Arizona

Rooms 205/207

34

10:30 a.m.–12:00 p.m.


Teachers’ Understandings of Proof and Reasoning in Middle SchoolWeinvestigateteachers’perspectivesontherolethatproofandmathematicalreasoningcanplayinmiddleschool(grades6–9)throughsemistructuredinterviews.Resultssuggestthatteachersthinknarrowlyaboutthenatureandpurposeofproof.Theybelievethatreasoningskills,includingmakingconjecturesandgeneralizations,arecritical,althoughbarriersexisttoincludingthemininstruction.

Caroline HagenTufts University, Medford, MassachusettsYi-Yin KoIndiana State University, Terre Haute, Indiana

Proof-Task Potential: Developing MKT for Proof in Professional DevelopmentThispaperdrawsonaframeworkofmathematicalknowledgeforteachingprooftodetailtheproofpotentialoftwotasksimplementedinPDsettings.FindingspresentedprovideacontextforparticipantstodiscussthedesignofprooftasksinPDandexploretheMKTforproofframeworkasatooltoevaluateproductiveproofactivityforteachers.

Kristin LesseigWashington State University Vancouver, Vancouver, Washington

Making Meaning: Teachers’ Knowledge of Proofs and Their Classroom PracticesUsingethnographicfieldworkanddiscourseanalysis,thisstudyexaminedtheinterplaybetweenteachers’knowledgeofproofsandclassroompractices.Usingdatafromsixmiddleschoolteachers,thefindingsfromthisstudyshowtheteachersholdadualunderstandingofproofs:onerelatedtotheireducationandonetotheirstudents’education.

Megan PaddackSouthern New Hampshire University, Manchester, New Hampshire

Presider: Ruthmae SearsUniversity of South Florida, Tampa, Florida

Room 110/112

35

10:30 a.m.–12:00 p.m.


Supporting Mathematics Teachers and Learners: A Curricular Activity SystemThispaperdiscussesacurricularactivitysystemusedwithmiddleschoollearnersasatheoryofchangeandanimpetusforeducationalreform.Findingsdocumentastatisticallysignificantincreaseinunderstandingforstudentswhoweretaughtusingatextbookreplacementunitthatintegratesdynamictechnologyandissupportedbyfocusedteacherprofessionaldevelopment.

George RoyUniversity of South Florida St. Petersburg, St. Petersburg, FloridaVivian FueyoUniversity of South Florida St. Petersburg, St. Petersburg, FloridaPhillip VaheySRI International, Menlo Park, California

A Comparison of Presentation Format in Algebra CurriculaThepopularbeliefthat,inalgebra,solvingsymbolicequationsshouldbetaughtpriortosolvingstoryproblemshasbeencalledthesymbolprecedenceview(SPV)andhasbeenshowntobeatoddswithresearchonstudentperformanceandlearning.Thisstudyinvestigateshowstandards-basedcurriculaandtraditionalalgebracurriculadifferwithrespecttoSPV.

Milan ShermanPortland State University, Portland, Oregon

Additional Author: Candace WalkingtonSouthern Methodist University, Dallas, Texas

Students’ Interactions and Mathematical Thinking while Using CPMP-ToolsAstudyofthenatureofhighschoolstudents’interactionsanddiscourseinanenvironmentthatincludestheuseofthecurriculum-embeddedmathematicalsoftwareCPMP-Tools,developedwiththesecondeditionoftheCore-PlusMathematicscurriculum.

Karen FonkertCharleston Southern University, Charleston, South Carolina

Presider: Karen HollebrandsNorth Carolina State University, Raleigh, North Carolina

Room 201

36

10:30 a.m.–12:00 p.m.


Difference in Treatment Dosage of a Mathematics Intervention on Student LearningResearchstudiesoftencomparetheimpactoftreatmentandcontrolgroupsasdichotomous.However,becauseimplementationvaries,aricherpictureofhowtheinterventionaffectsstudentlearningtakesthatvariationintoaccount.Thispaperdiscusseshowstudents’implementationofamathematicsprogramcompareswiththeirperformanceonexternalmeasures.

Pamela PaekCenter for Assessment, Austin, TexasAndrew CoulsonMIND Research Institute, Santa Ana, California

Additional Authors: Xiaochuan ZhangMIND Research Institute, Santa Ana, CaliforniaSepehr AkhavanMIND Research Institute, Santa Ana, California

Psychometric Analysis of a Survey Measuring Standards-Based PracticesThepurposeofthisstudyistouseitemresponsetheory(IRT)aswellasexploratoryandconfirmatoryfactoranalyses(EFAandCFA)toinvestigatethesurveyfromRosset.al.’s(2003)“ASurveyMeasuringElementaryTeachers’ImplementationofStandards-BasedMathematicsTeaching.”IRTclarifieshowtheitemsandresponsecategoriesfunction,whereasEFAandCFArevealthefactorstructuremeasured.

Joseph RinoBrigham Young University, Provo, UtahDamon BahrBrigham Young University, Provo, Utah

37

Using Measures of MKT to Study and Evaluate Professional DevelopmentThissessiondescribesthecharacteristicsandknowledgeformorethan16,000teacherswhohavebeenassessedusingtheLearningMathematicsforTeaching(LMT)measuresandtheprogrameffectsizesformorethan500professionaldevelopmentprogramsusingLMToutcomes.ThesessionwillincludediscussionofimplicationsforPDstudydesigns.

Geoffrey PhelpsEducational Testing Service, Princeton, New JerseyNathan JonesEducational Testing Service, Princeton, New JerseyZahid KisaUniversity of Pittsburgh, Pittsburgh, Pennsylvania

Additional Author: Shuangshuang LiuEducational Testing Service, Princeton, New Jersey

Presider: Robert Q. BerryUniversity of Virginia, Charlottesville, Virginia

Room 203

38

10:30 a.m.–12:00 p.m.


Classroom Practices of High School Math Teachers: A Longitudinal AnalysisThisstudyexaminestheeffectsofcontent-based,sustainedprofessionaldevelopmentonchangesininstructionalpracticesofhighschoolmathematicsteachers.Analysisof5yearsofclassroomobservationdatacollectedfrom49teachersshedlightonhowchangesinseveralaspectsoftheirinstructionalpracticesfolloweddifferentpatterns.

Yasemin Copur-GencturkRice University, Houston, TexasAnne PapakonstantinouRice University, Houston, Texas

Additional Authors: Richard ParrRice University, Houston, Texas

Differences in Curricular Implementation Based on Various Professional DevelopmentThisstudyprovidesanaccountoftheimpactdifferentcomponentsofaPDhaveonteachers’implementationoftheCore-Pluscurricularmaterials.ThePDincludedfourdistinctcomponents.Dataindicatedthatteachers’beliefsabouthowstudentslearnmathematics,theirtrustforthecurriculum,andsystemicfactorsinfluenceddecisionsteachersmadeabouttextbookimplementation.

Erin KrupaMontclair State University, Montclair, New Jersey

Transitioning from a Partnership to a Professional Learning CommunityWesharelessonslearnedfromanongoingthree-yearpartnershipamongfiveruralschooldistrictsandoneuniversitytoimprovesecondarymathematicsteachingandlearning.Wesharechallengesandsuccessesassociatedwithcreatingandsustainingaprofessionallearningandinquirycommunity.

Jean LeeUniversity of Indianapolis, Indianapolis, IndianaEnrique GalindoIndiana University, Bloomington, IndianaGina Borgioli-YoderIndiana University School of Education at Indianapolis, Indianapolis, Indiana

Presider: James TarrUniversity of Missouri–Columbia, Columbia, Missouri

Room 111/113

39

10:30 a.m.–12:00 p.m.

56Recruiting and Retaining K–16 Students in STEMResearch SymposiumIncreasingthenumberofstudentsinterestedinscience,technology,engineering,andmathematics(STEM)isofparticulareducationalandeconomicconcern.ExplorefactorsaffectingtherecruitmentandretentionofstudentsinSTEM,fromelementaryschooltocollege.

Chris RasmussenSan Diego State University, San Diego, CaliforniaJames Moore IIOhio State University, Columbus, OhioNoah FinkelsteinUniversity of Colorado Boulder, Boulder, Colorado

Discussant: Sandra LaursenUniversity of Colorado Boulder, Boulder, Colorado

Room 104

57Teachers’ Stereotypes of Students’ Mathematical WorkResearch SymposiumTeachers’participationinprofessionaldevelopment(PD)discourserevealsstereotypesusedtopositionstudentsasmathematicslearners.Extendingourresearchonteacherlearningoflearningtrajectories,wesharefindingsaboutchangesinteachers’stereotypesaboutstudentsinPDsettings,offeringthreecritiquesofthework.

Cyndi EdgingtonNorth Carolina State University, Raleigh, North CarolinaP. Holt WilsonUniversity of North Carolina at Greensboro, Greensboro, North CarolinaPaola SztajnNorth Carolina State University, Raleigh, North CarolinaMarrielle MyersNorth Carolina State University, Raleigh, North Carolina

Discussants:Beth A. Herbel-Eisenmann

Michigan State University, East Lansing, MichiganVicki Jacobs

Univeristy of North Carolina at Greensboro, Greensboro, North CarolinaDavid W. Stinson

Georgia State University, Atlanta, GeorgiaRoom 103

40

10:30 a.m.–12:00 p.m.

58“There’s an App for That,” but How Good Is It?Discussion SessionLearntoassessmathapps’valueindevelopingstudentmathematicalproficiency.Weevaluatedmorethan30apps.Exploretwomathgameappsanduseourevaluationsystemtoexaminetheappandtoofferfeedbackontheevaluationsystem.

Usha M. KotelawalaFordham University, New York, New YorkLaura M. GellertCity University of New York, New York, New YorkKathleen OffenholleyBorough of Manhattan Community College, City University of New York, New York, New YorkRobert J. GrahamFordham University, New York, New York

Room 108

59Using Learning Trajectories to Interpret the Common Core Math StandardsDiscussion SessionTheCommonCoreStateStandardsforMathematics(CCSSM)representsmajorchallengesforinstructionalplanning.ExploreWeb-basedresourcesthatusealearningtrajectorieslenstointerpretCCSSM.DiscussionelaboratesonlearningtrajectorieswithinCCSSMtosupportinstructionthroughlinkingresearchtopractice.

Jere ConfreyNorth Carolina State University, Raleigh, North CarolinaAlan MaloneyNorth Carolina State University, Raleigh, North CarolinaNicole PanorkouNorth Carolina State University, Raleigh, North CarolinaKosze LeeNorth Carolina State University, Raleigh, North CarolinaAndrew CorleyNorth Carolina State University, Raleigh, North CarolinaWilliam McGowanNorth Carolina State University, Raleigh, North CarolinaTamar AvineriNorth Carolina State University, Raleigh, North Carolina

Room 107/109

41

1:00 p.m.–2:30 p.m.

60Early-Years Spatial Reasoning: Learning, Teaching, and Research ImplicationsResearch SymposiumSpatialreasoningisessentialinmathematics.Thisconclusionisdrawnfromdevelopmental,psychological,educational,andneuroscienceperspectives.Discussandanalyzevideosegmentsthroughdiverselenses,andlearnabouttheoreticalframeworkstoexplorehowyoungchildrenreasonspatially.

Catherine D. BruceTrent University, Peterborough, CanadaJoan MossUniversity of Toronto, Toronto, CanadaNathalie SinclairSimon Fraser University, Burnaby, CanadaWalter WhitelyYork University, Toronto, CanadaYukari OkamotoUniversity of California, Santa Barbara, Santa Barbara, CaliforniaLynn McGarveyUniversity of Alberta, Edmonton, CanadaMichelle A. DrefsUniversity of Calgary, Calgary, CanadaKrista Francis-PoscenteUniversity of Calgary, Calgary, Canada

Discussant: Brent DavisUniversity of Calgary, Calgary, Canada

Room 105

42

1:00 p.m.–2:30 p.m.


Modeling Algebra Preparedness: Implications from a Measure Up StudyThisstudyanalyzesrelationshipsamongalgebrapreparedness,MeasureUpexperience,logicalreasoning,andpriorachievementof9-to12-year-olds.Findingssuggestthatalgebrapreparednessisstronglymediatedbylogicalreasoningcapabilities.Thishasimplicationsforelementarycurriculaanddeterminingreadinessforstudyingadvancedmath.

Linda VenencianoUniversity of Hawaii, Manoa, Honolulu, Hawaii

Grades 4–6 Student Number Substitutions for Informal and Formal VariablesDespiteknowledgeofalgebrastudents’difficultieswithvariable,researchofferslittleinsightsintoelementarystudents’meaningforvariable.Thisresearchaddressesthehypothesisthatstudents’conceptsofnumberandoperation,asrevealedinthenumberstheysubstitutedforvariables,areinfluencedinfundamentalwaysbytheirexperiencesinearlyarithmetic.

John SwitzerTexas Christian University, Fort Worth, Texas

Attitudes and Beliefs of Third Graders Using Singapore and Everyday MathOurstudyexaminesthird-gradestudents’attitudestowardandbeliefsaboutmathematics.Wediscussfindingsregardingtheirattitudesandbeliefsingeneral,incomparisontoSchoenfeld’s(1989)highschoolstudents,aswellashowtheseattitudesandbeliefsdifferbetweenEverydayMathematicsandSingaporeMathematicsstudents.

Keely Machmer-WesselsUniversity of New Hampshire, Durham, New HampshireMay ChaarUniversity of New Hampshire, Durham, New Hampshire

Presider: Robert Q. BerryUniversity of Virginia, Charlottesville, Virginia

Room 111/113

43

1:00 p.m.–2:30 p.m.


Hidden Achievement Predictors: Equalizing Effects of Virtual Manipulatives

Thisstudyusedarigorousdesigntoexamineeffectsofvirtualmanipulatives(VMs)onachievement:(1)N=350students,(2)within-classrandomassignment,(3)retentioneffectsmeasuredbydelayedposttests,(4)treatmentfidelitymeasuredbyobservations,and(5)psychometricpropertiesofinstruments.ResultsrevealpredictorsofachievementwhenVMsareusedinmathematicsinstruction.

Patricia Moyer-PackenhamUtah State University, Logan, UtahKerry JordanUtah State University, Logan, UtahArla WestenskowUtah State University, Logan, Utah

Additional Authors: Joe BakerUtah State University, Logan, UtahKati RodzonUtah State University, Logan, UtahKatie AndersonUtah State University, Logan, UtahJessica ShumwayUtah State University, Logan, Utah

Comparing Students’ Movement through a Learning Trajectory: A Design Study

Thisstudyreportsonwhatitmeansforstudentstomovethroughthelevelsofalearningtrajectory(LT)forequipartitioningandtodevelopanunderstandingofthenecessityofprecedinglevels—howtheyserveasprecursoryknowledgeforlaterlevels,particularlytheupper-levelconceptsofco-splittingandequipartitioningmultiplewholes,asrelatedtoformsofcompositionanddistribution.

Andrew CorleyNorth Carolina State University, Raleigh, North Carolina

Additional Authors: Jere ConfreyNorth Carolina State University, Raleigh, North CarolinaAlan MaloneyNorth Carolina State University, Raleigh, North Carolina

(continued on next page)

44

1:00 p.m.–2:30 p.m.

Variations in Students’ Use of Representations during Fraction Intervention

ThisstudyreportslearningvariationsofTierIIstudentsparticipatinginthreeequivalentfractioninstructionalinterventiongroups(physicalmanipulatives,virtualmanipulatives,andacombinedgroup).Resultsrevealedlearningvariationsrelatedtothetypeofmanipulativesandrepresentationsused.

Arla WestenskowUtah State University, Logan, UtahPatricia Moyer-PackenhamUtah State University, Logan, Utah

Presider: Chris RasmussenSan Diego State University, San Diego, California

Room 201


Cultural Context and Sociomathematical Norms: A Case StudyTeacher’sabilitytocreatesociomathematicalnormstosuccessfullysupportstudentlearningmaydependonteacher’sappropriatealignmenttostudents’culturalcontext.Webroadentheconstructtoincludetheeffectofculturalcontextinadvancingmathematicallearning,andweunpackanexampleofateacherwhoengagedstudentsintheoraltraditionofAó,ateachingmethodextendedfromHawaiianculture.

Michael GilbertUniversity of Massachusetts, Boston, MassachusettsBarbara GilbertHarvard University, Cambridge, Massachusetts

(Session 62 continued)

45

Proportional Reasoning with GIS Tools in the Study of the Great MigrationThisstudyexaminestheproportionalreasoningoffourAfricanAmericandyadswhoareusinggeographicinformationsystems(GIS)mapstodevelopsociohistoricalnarrativesoftheGreatMigration.

Maisie GholsonUniversity of Illinois at Chicago, Chicago, IllinoisLori ButlerUniversity of Illinois at Chicago, Chicago, Illinois

Additional Author: Josh RadinskyUniversity of Illinois at Chicago, Chicago, Illinois

Depicting Dynamics of Teacher Interventions and Student Mathematical EngagementStudentengagementisbelievedtobecriticalinthedevelopmentofstudents’mathematicalknowledge.Wepresentfindingsfromaninvestigationofhowteachers’languageandactionsinteractwithstudentengagement.Wesuggestthatcontextaffectsteachers’interventionsanddiscusswaysteacherinterventionsmayaffectstudents’engagement.

Cathleen RossmanCuyahoga Community College, Cleveland, OhioRoberta SchorrRutgers University–Newark, Newark, New JerseyLina Sanchez LealRutgers University, North Bergen, New Jersey

Additional Authors: Evelyn SeeveRutgers, The State University of New Jersey, New Brunswick, New JerseyPamela BrettRutgers University, Piscataway, New Jersey

Presider: Clifford KonoldUniversity of Massachusetts Amherst, Amherst, Massachusetts

Room 203

46

1:00 p.m.–2:30 p.m.

64Knowledge and Practices of Professional Development LeadersResearch SymposiumLittleattentionhasbeengiventowhatprofessionaldevelopment(PD)leadersneedtoknowandbeabletodo.Drawingfrommultipleresearchstudies,weexploretheknowledgeandpracticesPDleadersusetosupportpreserviceandin-serviceteachersinreorganizingtheirpractices.

Lynsey GibbonsVanderbilt University, Nashville, TennesseeBritnie KaneVanderbilt University, Nashville, TennesseeErin PfaffVanderbilt University, Nashville, TennesseeMegan WebsterMcGill University, Montreal, Canada

Room 104

65Learning from Teaching: Findings from Two NSF Career ProjectsResearch SymposiumExplorefindingsfromtwoNationalScienceFoundationCareerprojectsthatengagepreservicemathteachersinstructuredanalysisofpractice.Wecomparetheprojectstohighlightcommondesignprinciplesforactivitiesthatsupportdevelopmentofpreserviceteachers’analysisskills.Wediscusscommonlearningoutcomesandnextsteps.

Rossella SantagataUniversity of California, Irvine, Irvine, CaliforniaShari L. StockeroMichigan Technological University, Houghton, Michigan

Discussants: Hilda Borko

Stanford University, Stanford, California

Margaret Schwan SmithUniversity of Pittsburgh, Pittsburgh, Pennsylvania

Room 102

47

1:00 p.m.–2:30 p.m.

66Looking at Teacher Understanding across Data SourcesDiscussion SessionDiscusshowtoexaminetheeffectsofaprofessionaldevelopmentprogramonteachers’understandingofmathematics.Datasourcesincludeteacherassessments,studentassessments,teachers’coursework,andclassroomvideo.Explorehowtoconnectinformationacrosssourcestoseearicherpicture.

Mary C. CaddleTufts University, Medford, MassachusettsAlfredo BautistaTufts University, Medford, MassachusettsBarbara M. BrizuelaTufts University, Medford, MassachusettsSheree SharpeTufts University, Medford, Massachusetts

Room 106

67Mathematics Curriculum Design and Development in the East and WestResearch SymposiumWepresentanddiscussoverallcurriculumdesignanddevelopmentinschoolmathematicsinfourselectededucationsystemsfromtheEastandWest(Australia,China,theNetherlands,andSingapore)togetherwithcasestudiesoftextbooksdesignedandusedintheseeducationsystems.

Yeping LiTexas A&M University, College Station, TexasMarja van den Heuvel-PanhuizenUtrecht University, Utrecht, NetherlandsMarc van ZantenUtrecht University, Utrecht, NetherlandsJudy AndersonUniversity of Sydney, Sydney, AustraliaNgan Hoe LeeNanyang Technological University, Singapore, Singapore

Discussant: Sharon L. SenkMichigan State University, East Lansing, Michigan

Room 103

48

1:00 p.m.–2:30 p.m.

68Supporting Underprepared Algebra Students: Results from a Design-Based Research Program Research SymposiumWeanalyzecentralissuesregardingimprovingunderpreparedstudents’algebralearningindouble-periodclasses.Wepresentfindingsfromadesign-basedresearchprojectregardingcurriculumdesign;implementation;andstudents’learningoflinearfunctions,equations,andothercorealgebracontent.

Alison Castro SuperfineLearning Sciences Research Institute, University of Illinois at Chicago, Chicago, IllinoisJames LynnLearning Sciences Research Institute, University of Illinois at Chicago, Chicago, IllinoisTimothy M. StoelingaLearning Sciences Research Institute, University of Illinois at Chicago, Chicago, IllinoisMara V. MartinezLearning Sciences Research Institute, University of Illinois at Chicago, Chicago, IllinoisCynthia L. SchneiderCharles A. Dana Center, University of Texas at Austin, Austin, TexasDiane J. BriarsPittsburgh, Pennsylvania

Discussant: Phil DaroPublic Forum on School Accountability, San Francisco, California

Rooms 205/207

69The Knowledge Quartet Researcher Coding Manual: An International ProjectDiscussion SessionExploretheworkofaninternationalresearchteamusingtheKnowledgeQuartet(Rowland,Turner,Thwaites,andHuckstep2009).TheteamhaswrittenaKnowledgeQuartetcodingmanualforK–12researchthatinvolvesclassroomobservationofmathematicsinstructionandisfreelyavailableontheWeb.

Tracy L. WestonUniversity of Alabama, Tuscaloosa, Alabama

Room 108

49

1:00 p.m.–2:30 p.m.

70Using Learning Trajectories to Create Cognitively Diagnostic Adaptive AssessmentsDiscussion SessionAdvancingourunderstandingofhowlearningprogressesrequirescomprehensivediagnosticmeasures.WeapplytheQ-MatrixTheory,theRuleSpaceMethod,posetmodels,andcomputer-adaptivetestingmethodstocreateandevaluateanefficientandcognitivelydiagnosticadaptivemathematicsassessment.

Douglas H. ClementsUniversity of Denver, Denver, ColoradoJulie SaramaUniversity of Denver, Denver, ColoradoCurtis TatsuokaCase Western Reserve University, Cleveland, OhioKikumi TatsuokaColumbia University, Chagrin Falls, OhioElvira KhasanovaUniversity of Buffalo, SUNY, Amherst, New York

Room 107/109

3:00 p.m.–4:30 p.m.

71Assessing Enacted Mathematics Teaching Practice Research SymposiumAsteachereducationfocusesmoredirectlyontheactualworkofteaching,aneedemergestoassesspreserviceteachers’enactedpractice.Wewillfeaturestudiesfocusedonanewapproachtoassessingnoviceteachers’mathematicsteachingpractice.

Timothy A. BoerstUniversity of Michigan, Ann Arbor, MichiganMeghan ShaughnessyUniversity of Michigan, Ann Arbor, MichiganDeborah Loewenberg BallUniversity of Michigan, Ann Arbor, Michigan

Discussant: Megan FrankeUniversity of California, Los Angeles, Los Angeles, California

Rooms 205/207

50

3:00 p.m.–4:30 p.m.

72Effects of Mathematics Teacher Preparation on Teacher Knowledge and PracticeResearch SymposiumWedescribethegoals,methods,andinitialfindingsfromafive-yearlongitudinalstudy,currentlyinitsthirdyear,investigatinghowmathematicsteacherpreparationaffectsteacherknowledgeandpractice.TheprojectfollowstwocohortsofK–8teachersastheytransitionfromtheirteacher-preparationprogramintoclassroomteaching.

Dawn BerkUniversity of Delaware, Newark, DelawareJames HiebertUniversity of Delaware, Newark, DelawareAmanda JansenUniversity of Delaware, Newark, DelawareAnne MorrisUniversity of Delaware, Newark, DelawareLaura ClineUniversity of Delaware, Newark, DelawareHeather GallivanUniversity of Delaware, Newark, DelawareErin MeikleUniversity of Delaware, Newark, DelawareEmily MillerUniversity of Delaware, Newark, Delaware

Room 102

51

3:00 p.m.–4:30 p.m.

73Equivalent Expressions and Solving Linear Equations: New Research FindingsResearch SymposiumCoretopicsinschoolalgebraareequivalenceofexpressionsandsolvinglinearequations.Explorefindingsfromthreeresearchstudiesthatfocusontheseconcepts.Theseprojectsinvolveanalyzingtextbooks,developingandtestingalearningprogression,andstudyingtherelationshipbetweenassignedhomeworkandstudentachievement.

Denisse R. ThompsonUniversity of South Florida, Tampa, FloridaMaria S. TerrellCornell University, Ithaca, New YorkNicole L. FongerWestern Michigan University, Kalamazoo, MichiganYiting YuUniversity of South Florida, Tampa, Florida

Discussant: Daniel J. HeckHorizon Research, Chapel Hill, North Carolina

Room 105

74Implementing Classroom-Based Formative Assessment Based on Learning ProgressionsDiscussion SessionReviewandmakerecommendationsforhowbesttosupportteachers’useoftwoassessmentactivitiesthatarepartofaformativeassessmentsystemforalgebrainstruction.Theprojectexploreswaystoleveragelearningprogressionstosupportformativeassessment.

Caroline WylieEducational Testing Service, Princeton, New JerseyMalcolm BauerEducational Testing Service, Princeton, New Jersey

Room 107/109

52

3:00 p.m.–4:30 p.m.


Teacher Interview Predicts Preschool Children’s Mathematics AchievementThisstudydescribesPM-PCK,anewteacherinterviewassessingteachers’pedagogicalcontentknowledge(PCK)forpreschoolmathematics.Analysisbyhierarchicallinearmodeling(HLM)findssignificantpositiverelationshipsbetweenPM-PCKscoresandchildren’smathachievement,suggestingtheinterviewadequatelyrepresentsknowledgeneededforteachingpreschoolmathematics.

Jennifer McCrayErikson Institute, Chicago, IllinoisJie-Qi ChenErikson Institute, Chicago, Illinois

Quantitative Measurement Approach to Prekindergarten Early AlgebraThispaperreportsthefinalresultsandrecommendationsofatwo-year-longexploratoryDRK–12projectaddressingameasurementapproachtoprekindergartenstudents’developmentofquantitativereasoning.ThisapproachisbasedonmeasurementconceptsandalgebraicdesignoftheprenumericstageofinstructionfoundinthesuccessfulElkonin–DavydovelementarymathematicscurriculumfromRussia.

Zaur BerkalievCalifornia State University, Chico, CaliforniaBarbara DoughertyUniversity of Missouri, Columbia, Missouri

Teachers’ Perspectives on Early Mathematics TeachingTheresultsofEarlyMathematicsAttitudesandBeliefSurveyindicatethatpreschoolteachersbelievedthatearlymathisimportantandtheyexpressedconfidenceintheirabilitytoteachmath,buttheywereunsureabouttheirownmathskillsandknowledge.Theresultshaveimportantimplicationsforthedesignofprofessionaldevelopmentinearlymath.

Jie-Qi ChenErikson Institute, Chicago, IllinoisJennifer McCrayErikson Institute, Chicago, Illinois

Presider: James TarrUniversity of Missouri–Columbia, Columbia, Missouri

Room 203

53

3:00 p.m.–4:30 p.m.


Supporting Teachers’ Understandings of Function through Online PDInthispresentation,wewillexploreonesegmentofanextendedresearchanddevelopmentprojectthatwasconductedtobetterunderstandthewaysonlineteacherprofessionaldevelopmentcansupportteachers’developmentofdeepandconnectedunderstandingsoftheconceptoffunction.

Jason SilvermanDrexel University, Philadelphia, Pennsylvania

Quantitative Reasoning and Rate of Change in SpaceThissessionpresentstheresultsofateachingexperimentthatdevelopedmodelsofstudentthinkingabouttwo-variablefunctionsanddirectionalderivatives.Iprovideexcerptsandanimationsthatallowtheaudiencetocharacterizewaysofthinkingofstudentsaboutbothsurfacesinspaceandrateofchange.

Eric WeberOregon State University, Corvallis, Oregon

Teachers’ Reasoning On Mathematical Knowledge for Teaching Geometry ItemsExperiencedgeometryteacherswerepresentedwithnineMathematicalKnowledgeforTeachingGeometryproblemsinaninterviewsetting.Theteacherswereaskedtotalkthroughtheirreasoninginsolvingeachproblem.Responseswereanalyzedbasedontheteachers’thoughtprocessesandthetypesofknowledgetheyusedinsolvingtheproblems.

Rachel SniderUniversity of Michigan, Ann Arbor, Michigan

Presider: Clifford KonoldUniversity of Massachusetts Amherst, Amherst, Massachusetts

Room 110/112

54

3:00 p.m.–4:30 p.m.


How Can the Classroom Flip Support Standards-Based Mathematics Learning?Thissessionreportsresearchconductedinaflippedclassroom.Thechallengesofmanagingtheout-of-classlearningenvironmentandthein-classlearningenvironmentinordertoprovidestudentswithacoherent,standards-basedlearningexperienceareidentified.Recommendationsforimplementingastandards-basedclassroomflipwillbepresented.

Jeremy StrayerMiddle Tennessee State University, Murfreesboro, Tennessee

High School Students’ Thinking About Technology-Based Geometric FunctionsGeometrictransformationsaregoodexamplesoffunctionsbutarerarelypresentedtostudentsassuch.Ananalysisofhighschoolstudents’understandingsoffunctionasrevealedthroughtheirinteractionswithtechnology-basedgeometricfunctionactivitieswillbedescribed.

Karen HollebrandsNorth Carolina State University, Raleigh, North CarolinaScott SteketeeKCP Technologies, Emeryville, CaliforniaAllison McCullochNorth Carolina State University, Raleigh, North Carolina

Additional Authors: Hollylynne LeeNorth Carolina State University, Raleigh, North CarolinaBlake WhitleyNorth Carolina State University, Raleigh, North Carolina

Implementation of Preconstructed Dynamic Tasks in 1-1 Algebra 1 ClassroomsThisstudyexaminedteachers’useofpreconstructeddynamicsketchesinthree1-1laptop,algebra1classrooms.Themathematicaltaskframeworkandfivepracticesfororchestratingproductivemathematicaldiscussionsservedasconceptualframeworksforanalysis.Patternsemergedbetweendiscourse,technologyuse,andhigh/lowimplementedlevelofcognitivedemand.

Charity CaytonNorth Carolina State University, Raleigh, North Carolina

Presider: Karen HollebrandsNorth Carolina State University, Raleigh, North Carolina

Room 111/113

55

3:00 p.m.–4:30 p.m.


Student Achievement and Formative Assessment in Networked ClassroomsMultilevelanalysiswasconductedtodeterminetheeffectsofthetwodifferentPDmodelsforformativeassessment(FA)inanetworkedclassroom.Studentsmadesignificantachievementgains,andteachers’efficacyinusingFA,contentknowledge,anduseoffeaturesofnetworkedclassroomtechnologywerepredictorsofstudentachievement.Studentdatawerecollectedandanalyzedtoexaminetheeffectsofteachervariablesonstudentachievement.

Judith OlsonUniversity of Hawaii, Honolulu, HawaiiMelfried OlsonUniversity of Hawaii, Honolulu, HawaiiHannah SlovinUniversity of Hawaii, Honolulu, Hawaii

Middle-Grades Math Standards, Past and Present: How Different is the CCSSM?Todescribedifferencesbetweentypicalmiddle-gradesstatestandardsdocumentsandCCSSM,ananalysisofpre-CCSSMstatestandardsinsixlargestateswasconducted.Thispresentationwillreportfindings,emphasizingareasofnewcontentemphasisinCCSSM.Themethodologywillbecontrastedwithtypical“crosswalk”reviewsthatmaymissimportantdifferencesandmisleadteachersandotherconstituents.

Dung TranUniversity of Missouri–Columbia, Columbia, MissouriBarbara ReysUniversity of Missouri–Columbia, Columbia, MissouriDawn TeuscherBrigham Young University, Provo, Utah

Improving Fraction Understanding with Perceptual Learning SoftwareThissessionpresentsastudythatprovidescompellingevidencethatusingadaptivesoftwarebasedonprinciplesofperceptuallearningsignificantlyimprovessixthgraders’masteryofchallengingfractionconcepts.Studentsmaderobust,long-lastinggainsintheirabilitytoextracttherelationalstructureneededtounderstandfractionquantities.

Christine MasseyUniversity of Pennsylvania, Philadelphia, Pennsylvania

Presider: Erica WalkerTeachers College, New York, New York

Room 201

56

3:00 p.m.–4:30 p.m.

79Methods to Study Decisions in Mathematics TeachingResearch SymposiumWediscusstheoryandshowinstrumentsdevelopedtostudydecisions,recognitionofnormsandobligations,mathematicalknowledgeforteaching,andbeliefsamonggeometryandalgebrateachers.Weusepilotdatatoillustrateanalytictechniquesandvalidateinstruments,offeringinsightstoexplainmathematicsteachingdecisions.

Pat HerbstUniversity of Michigan, Ann Arbor, MichiganDaniel ChazanUniversity of Maryland, College Park, MarylandKarl W. KoskoKent State University, Kent, OhioWendy AaronOregon State University, Corvallis, OregonJustin DimmelUniversity of Michigan, Ann Arbor, MichiganOrly BuchbinderUniversity of Maryland, College Park, MarylandAnder W. EricksonUniversity of Michigan, Ann Arbor, Michigan

Room 104

57

3:00 p.m.–4:30 p.m.

80Perspectives and Strategies to Support Algebra Success for All StudentsResearch SymposiumLearnaboutfindingsfromtwostudiesinvestigatinghowdistrictsperceiveandrespondtodemandstoensurethatallstudentscompletealgebra1.Exploredatafromtwonationwidesurveysanddistrictleaderinterviewsonpoliciesandpracticestoincreaseaccesstoalgebraandtosupportstrugglingstudents.

Lindsay M. KeazerMichigan State University, East Lansing, MichiganJune MarkEducation Development Center, Waltham, MassachusettsMichael D. SteeleMichigan State University, East Lansing, MichiganJosephine LouieEducation Development Center, Waltham, MassachusettsBeth A. Herbel-EisenmannMichigan State University, East Lansing, MichiganNina HoeUniversity of Pennsylvania, Philadelphia, Pennsylvania

Discussant: Catherine MartinDenver Public Schools, Denver, Colorado

Room 103

58

3:00 p.m.–4:30 p.m.

81Understanding Facilitator Moves during Common Mathematics Planning MeetingsDiscussion SessionWedescribegrade7mathematicsteachers’conversationsduringacommonplanningmeeting.Weseektounderstandthenatureoftheseconversationsandtheinfluenceofourfacilitatormoves.Examineandgivefeedbackonwhetherourfacilitatormoveshelpedtofosterteachers’conversationsaboutstudents’thinking.

Dorothy Y. WhiteUniversity of Georgia, Athens, GeorgiaEileen MurrayHarvard Graduate School of Education, Boston, MassachusettsAngel M. Carreras-JusinoUniversity of Georgia, Athens, GeorgiaDario GonzalezUniversity of Georgia, Athens, Georgia

Room 108

82Writing and Reviewing for Mathematics Teacher EducatorDiscussion SessionMembersoftheeditoralboardforMathematics Teacher Educatorwillshareinformationaboutthescopeandpurposeofthejournal,criteriaformanuscripts,andstatisticsonthejournaltodate(suchasmanuscriptsreceived,acceptancerate,turnaroundtime).

Denise A. SpanglerUniversity of Georgia, Athens, GeorgiaMargaret Schwan SmithUniversity of Pittsburgh, Pittsburgh, PennsylvaniaMelissa D. BostonDuquesne University, Pittsburgh, PennsylvaniaGladis KersaintUniversity of South Florida, Tampa, FloridaDiana V. LambdinIndiana University, Bloomington, Indiana

Room 106

59

4:45 p.m.–6:00 p.m.

83Changing Preservice Teachers’ Beliefs through a Mathematics Content CoursePoster SessionThiscasestudydescribesthechangeinbeliefsoftwopreserviceelementaryteacherswhoinitiallyshowedlittleevidenceofabeliefinteachingmathematicsinastandards-basedlearningenvironment.

Micah S. StohlmannUniversity of Nevada, Las Vegas, NevadaKathleen CramerUniversity of Minnesota, Twin Cities, MinnesotaTamara J. MooreUniversity of Minnesota, Twin Cities, Minnesota

Lobby A

84Characterizing Preservice Teachers’ Multicultural Mathematics DispositionsPoster SessionMulticulturalmathematicsdispositions(MCMD)areimportantinpreparingteachersofculturallydiversestudents.Wewilldiscusshowacultural-awarenessunittaughtinamathematicsmethodscourseallowedustocharacterizepreserviceteachers’MCMD.Wewillshareimplicationsforteachereducationandresearch.

Victor L. Brunaud-VegaUniversity of Georgia, Athens, GeorgiaDorothy Y. WhiteUniversity of Georgia, Athens, GeorgiaJun-Ichi YamaguchiUniversity of Georgia, Athens, Georgia

Lobby A

60

4:45 p.m.–6:00 p.m.

85Children’s Understanding of the Addition–Subtraction Complement PrinciplePoster SessionWeinvestigatedtherelationbetweenchildren’sunderstandingoftheaddition–subtractioncomplementprincipleandtheiruseoftherelatedsubtraction-by-additionstrategywhenmentallysolvingtwo-digitsubtractionproblems.

Greet PetersUniversity of Leuven, Leuven, Belgium

Lobby A

86Common Core State Standards and College Readiness in Quantitative MajorsPoster SessionWeexplorethemathematicsneededtosucceedinquantitativefirst-yearcollegecourses.Weaskedcollegeinstructorstoexamine50mathproblemsandratetheimportanceoftheskilleachrepresentsforsuccessinentry-levelcourses.Studentsneedfewer,moreusefulskills.

Juliet A. BaxterUniversity of Oregon, Eugene, OregonKaren SpragueUniversity of Oregon, Eugene, OregonRonald BeghettoUniversity of Oregon, Eugene, Oregon

Lobby A

61

4:45 p.m.–6:00 p.m.

87Creating Online Learning Modules for Linguistically Responsive TeachingPoster SessionAninterdisciplinaryfacultygroupcreatedonlineprofessionaldevelopmentopportunitiesforin-serviceteacherstosupporteffectiveinstruction.Weexaminethesecollaborations,whichaimedtoimprovemultilinguallearners’acquisitionoflanguage,literacy,andcontentknowledge.Mathandsciencewereaspecialfocus.

Kara MitchellUniversity of Colorado Denver, Denver, ColoradoNicole M. RussellUniversity of Denver, Denver, Colorado

Lobby A

88Data-Driven Instruction: What Can Assessment Data Offer Urban Educators?Poster SessionAnextensivecampaignarounddata-driveneducationhasemergedoverthelastdecade,butwhatisbeingdonewiththedataandhowtheyarebeingusedisunclear.Weexplorehowtobestaddresstheneedsofelementaryteachersrelatedtoassessmentdata,includinghowtotaketheresultsapart,howtomakemeaningofthedata,andhowtousethedatatoaddressstudents’conceptualunderstandings.

Ellen MeierTeachers College, Columbia University, New York, New YorkRita SanchezTeachers College, Columbia University, New York, New York

Lobby A

62

4:45 p.m.–6:00 p.m.

89Developing Discourse That Promotes Reasoning and ProofPoster SessionAspartofalargerstudyinvestigatingeducationreforminChina,thisstudyinvestigatedahigh-qualitymodellessonthatrepresentedtherecommendedinstructionalpracticesincurrentChinesemathematicseducation.Wefocusedonthedesignofthelesson,theunfoldingofdiscourse,andthedevelopmentofstudents’mathematicalreasoningandproof.

Lianfang LuUniversity of Arkansas at Little Rock, Little Rock, ArkansasThomas E. RicksLouisiana State University, Baton Rouge, Louisiana

Lobby A

90Developing Mathematics Process Understanding through Music ActivitiesPoster SessionThisstudyusedaquasi-experimenttime-seriesdesignwithmultipleteststoinvestigate28third-gradestudents’mathematicsprocessabilities.Betweenpretestsandposttests,studentsshowedstatisticallysignificantimprovementonscoresinthemathematicsprocessabilities.

Song AnUniversity of Texas at El Paso, El Paso, Texas

Lobby A

91Developing Preservice Teachers’ Analysis Skills to Learn from TeachingPoster SessionResearchadvocatesthedesignofprogramsthatsupportteachersindevelopingknowledge,skills,andhabitsofmindtolearnfrompractice.Thisstudyinvestigatestheeffectsoftwomathematicsmethodscoursesonpreserviceteachers’analysisskillstolearnfromteaching.

Cathery YehUniversity of California, Irvine, Irvine, California

Lobby A

63

4:45 p.m.–6:00 p.m.

92Do Charter Schools Produce Better Math Learners?Poster SessionWeusedtwoyearsofschool-leveldatatoexaminestudents’TexasAssessmentofKnowledgeandSkillsmathematicstestscoresovertime.Academicperformanceisnotunivocal,andcharterschoolsmayprovideasmucheducationalbenefitformathematicsastraditionalpublicschools.

Alpaslan SahinTexas A&M University, College Station, TexasVictor WillsonTexas A&M University, College Station, TexasRobert M CapraroTexas A&M University, College Station, Texas

Lobby A

93Evolution of Educational Objects in Lesson StudyPoster SessionWeanalyzedevolutionofeducationalobjectsinlessonstudy.Wereportontwoemergentcategoriesandshiftsintheevolutionoflessonplansanddiscussionnotesfromteamsofmathematicsteachersparticipatinginathree-yearprofessionaldevelopmentgrantthatusedlessonstudy.

Mike FredenbergSan Diego State Research Foundation, San Diego, CaliforniaBridget K. DrukenSan Diego State Research Foundation, San Diego, California

Lobby A

94Examining College Instructors’ Perceptions of Technology Professional DevelopmentPoster SessionWewillsharecollegeinstructors’perceptionsofathree-yearprofessionaldevelopmentprogramfocusedonimplementingclassroomconnectivitytechnology(CCT)anddiscourse.TheinstructorsusedCCTtodevelopmathematicsdiscourseprocessesandincreasemathematicsachievement.

Stephen J. PapeJohns Hopkins University, Baltimore, MarylandValerie GriffinUniversity of Florida, Gainesville, Florida

Lobby A

64

4:45 p.m.–6:00 p.m.

95Examining How Teachers Support Collective ArgumentationPoster SessionCollectiveargumentationandtheteacher’srolethereinareimportantpartsofclassroomdiscourse,highlightingdisciplinarypracticesofmathematics.Wewillusetheteachersupportforargumentationframeworktoexaminehowteachersinfluencethedevelopmentofmathematicsandsupportstudents’reasoning.

Laura SingletaryLee University, Cleveland, TennesseeAnnaMarie ConnerUniversity of Georgia, Athens, GeorgiaRyan C. SmithUniversity of Georgia, Athens, Georgia

Lobby A

96Examining Teachers’ Error-Handling Practices in Mathematics DiscussionsPoster SessionThisposterwillintroduceatoolforteacherlearningfocusedonpromotingproductiveerrorhandling.Thetoolconsistsofrubricsthatdetailmultipledimensionsoferror-focusedteachingandmeasurehowmuchmathematicalerrorsareleveragedduringpublicdiscussiontosupportconceptualunderstanding.

Wendy S. BrayUniversity of Central Florida, Orlando, Florida

Lobby A

97Exploring Congruency Tasks in Three Middle School TextbooksPoster SessionThisstudyanalyzedtasksrelatedtocongruencyinthreemiddleschooltextbooks.Twotextbookspromotedusingdiagramsincombinationwithcongruencetheoremstodeducewhetherfigureswouldbecongruent.Thethirdtextbookuseddiagramsandconstructiontoolsforstudentstoconstructcongruentfigures.

Anna F. DeJarnetteUniversity of Illinois, Champaign, Illinois

Lobby A

65

4:45 p.m.–6:00 p.m.

98Exploring One New Preservice Teacher’s Mathematical Content KnowledgePoster SessionThisposterpresentstheresultsofoneparticipant’sworkinastudyofthemathematicalcontentknowledgeofpreserviceelementaryteachersearlyintheteacher-preparationprogram.Asthestudentprogressesthroughseveralstageswhileansweringwordproblems,implicationsforteacherpreparationwillbediscussed.

Ryan D. FoxPenn State Abington, Abington, Pennsylvania

Lobby A

99Fourth-Grade Students’ Abilities to Write Algebraic Expressions and EquationsPoster SessionWefocusongrade4students’useofvariablesinwritingexpressions,modelinglinearproblemsituations,andanalyzinganequationtodeterminethevalueofavariable.Dataarestudents’responsestoanassessmentitemgivenaspartofalargerassessmentadministeredto51grade4students.

Isil IslerUniversity of Wisconsin–Madison, Madison, WisconsinTimothy MarumTERC, Cambridge, MassachusettsAna StephensUniversity of Wisconsin–Madison, Madison, Wisconsin

Lobby A

66

4:45 p.m.–6:00 p.m.

100How Do Students Reinvent Their Mathematics? A Study Involving SlopePoster SessionToinvestigatehowstudentsdeveloparobustunderstandingofslope,weconductedadesignexperimentinahighschoolalgebra1classroom.Wewillexploreoneactivityfromthisdesignexperimenttounderstandhowstudentsindividuallyandcollectivelyreinventedtheirmathematicalrealities.

Frederick A. PeckFreudenthal Institute US and School of Education, University of Colorado at Boulder, Boulder, Colorado

Lobby A

101Middle School Students’ Engagement in a Technology-Rich Mathematics ClassPoster SessionTheengagementthatstudentsexperiencecanbeimportantfortheirmathematicallearning.ThisstudyinvestigatesthemomentaryfluctuationsandpatternsofengagementthatoccurandhowtheyrelatetothemathematicallearningofstudentsfromalargeurbandistrictwhileworkingonSimCalcMathWorldsactivities.

Lina Sanchez LealRutgers University, North Bergen, New Jersey

Lobby A

102Preservice Teachers’ Identity Development during Student TeachingPoster SessionWeexplorehowpreserviceelementaryteachersdevelopasteachersofmathematicsfromthetimeoftheirteachereducationcoursestotheirfieldexperiences.Thisstudyalsoresearchesthecrucialexperiencesthathelpedbuildtheiridentitiesandtheirrolesasstudentteachersintheiridentitydevelopment.

Hyun Jung KangUniversity of Northern Colorado, Greeley, ColoradoJames A. MiddletonArizona State University, Tempe, Arizona

Lobby A

67

4:45 p.m.–6:00 p.m.

103Religious Engagement and Context in Mathematical Problem SolvingPoster SessionThisstudyexaminesproblemsolvingof30childrenfromatithing(giving10%ofearningstothechurch)religiouscommunity.Whenchildrenweregivenmathematicaltasksinaschool-likecontextversusachurchcontext,theyuseddifferentmathematicalstrategiesasafunctionofcontext,problemtype,andtheirowntithinghistory.

Edd V. TaylorNorthwestern University, Evanston, IllinoisTracy E. DobieNorthwestern University, Evanston, Illinois

Lobby A

104Retention and Teaching Practices of Noyce Program AlumniPoster SessionUsingsurveydataandcollectionsofartifactsofpractice,thisstudyexamines(a)thecharacteristicsofNoyceProgramalumniwhoremaininhigh-needschoolsbeyondtheirrequiredservicecommitmentand(b)whethertheteachingpracticesofNoyceProgramalumnidifferfromthoseofcolleaguesintheirhigh-needschools.

William C. ZahnerBoston University, Boston, Massachusetts

Lobby A

106Secondary Mathematics Teachers Negotiating Obligations and Goals: Two Case StudiesPoster SessionTwoteachersexpressadesiretochangetheirteachingpracticesandyetstruggletomakedesiredchanges.Weinterpretandexplainthisstruggle,drawingonthepracticalrationalityframeworktoidentifyconflictingobligationsinherentintheteachers’practice.

Corey WebelMontclair State University, Montclair, New Jersey

Lobby A

68

4:45 p.m.–6:00 p.m.

107Strengths and Weaknesses of Preservice Secondary Teachers’ Proof ValidationPoster SessionOurstudyinvestigatedthestrengthsandweaknessesofprospectivesecondaryteachers’validationofmathematicalarguments.Readandreflectonsamplesofprospectiveteachers’writtenfeedbackaddressedtohighschoolstudentswhotriedtoconstructmathematicalproof.

Sarah K. BleilerMiddle Tennessee State University, Murfreesboro, TennesseeDenisse R. ThompsonUniversity of South Florida, Tampa, FloridaMile KrajcevskiUniversity of South Florida, Tampa, Florida

Lobby A

108Structural and Conceptual Interweaving of Mathematics Methods CourseworkPoster SessionWeexamineinterweavingmethodscourseworkandpedagogicalinstructionwithclassroompractice.

Damon L. BahrBrigham Young University, Provo, UtahEula E. MonroeBrigham Young University, Provo, Utah

Lobby A

69

4:45 p.m.–6:00 p.m.

109Supporting English Language Learners’ Inclusion in Mathematics Discourse CommunitiesPoster SessionEnglishlanguagelearners(ELLs)needsupportsinmathematicsthatgobeyondvocabularydevelopment.Teacherscanengagestudentsindiscoursecommunities.Explorehowfourmiddle-gradesmathematicsteachersconceptualizedsupportingELLs’engagementintheirclassroomdiscoursecommunities.

Sarah A. RobertsIowa State University, Ames, Iowa

Lobby A

110Talking about Change: Students’ Understandings of Negative Rates of ChangePoster SessionWereportonthedevelopmentofstudents’abilitiestorepresentandinterpretnegativeaverageratesofchange.Studentsconfusedfunctionvaluesandratevaluesandoftenfocusedonthemagnitudeofthechangeratherthanitssignedvalue.Everydaylanguageconflictedwithformalmathematicallanguagefordescribingnegativeratesofchange.

AnnMarie H. O’NeilSyracuse University, Syracuse, New YorkJonas B. ArlebackSyracuse University, Syracuse, New York

Lobby A

70

4:45 p.m.–6:00 p.m.

111Teacher Adaptations of Homework: A Window into Curriculum Enactment Poster SessionFactorsbeyondwhatiswrittenincurriculummaterialsinfluenceenactinghomework.Weexaminehowteachersconstrueandreconstructreform-orientedelementarymathematicshomeworktasks.Ourfindingsofferinsightintothenatureofstudents’learningopportunitiesacrosshomeandschoolsettings.

Janine T. RemillardUniversity of Pennsylvania, Philadelphia, PennsylvaniaJacqueline G. Van SchooneveldUniversity of Pennsylvania, Philadelphia, PennsylvaniaEnakshi BoseUniversity of Pennsylvania, Philadelphia, Pennsylvania

Lobby A

112Using Feedback to Enhance Teaching of Preservice Mathematics TeachersPoster SessionFeedbackisapowerfultooltoenhancethepracticeofbeginningmathematicsteachers.Practice-focusedapproachestoteachereducationofferopportunities—andchallenges—togivinggenerativefeedback.Exploretoolsthatsupportmathematicsteachereducatorsingivingpractice-focusedfeedbacktobeginningteachers.

Timothy A. BoerstUniversity of Michigan, Ann Arbor, Michigan

Lobby A

71

4:45 p.m.–6:00 p.m.

113What Counts as Models for Middle School Mathematics TeachersPoster SessionWeexplorewhatmiddleschoolmathematicsteachersconsiderthekeyfeaturesandpurposesofmathematicalmodelsandmodeling.Weinterviewed10in-serviceteachersastheyconstructedandevaluatedmodelsofliquidcooling.Wereportandcomparepatternsinteachers’criteriaforconstructingandevaluatingmodels.

Michelle Hoda Wilkerson-JerdeTufts University, Medford, MassachusettsAlfredo BautistaTufts University, Medford, MassachusettsBarbara M. BrizuelaTufts University, Medford, MassachusettsRoger TobinTufts University, Medford, Massachusetts

Lobby A

114What Successful Young Latinas Say and Do in Problem SolvingPoster SessionWeexaminetheviewsofmathematicsandproblemsolvingheldbysuccessfulmiddle-gradesLatinasandcomparethosewiththemathematicstheyshowedduringthestudy.TheseLatinasvouchedforproblemsolvingtheyclaimedtodo,buttheirworkdidnotreflectthatassessment.

Paula Patricia GuerraKennesaw State University, Kennesaw, GeorgiaWoong LimKennesaw State University, Kennesaw, Georgia

Lobby A

72

Wednesday, April 17

8:30 a.m.–10:00 a.m.

115Engagement in Mathematical Discussion: Linking Practices and OutcomesResearch SymposiumStudentscanbuildmathematicalinsightthroughdiscussionsinwhichtheyresolvedisagreementsbyappealstomathematicaldefinitions.Explorefindingsfromacurriculumdesignprojectonintegers,fractions,andthenumberlinethatprivilegemathematicaldefinitionsinargumentationandproblemsolving.

Geoffrey B. SaxeUniversity of California, Berkeley, Berkeley, CaliforniaMaryl GearhartUniversity of California, Berkeley, Berkeley, CaliforniaRonli DiakowUniversity of California, Berkeley, Berkeley, CaliforniaNicole Leveille BuchananUniversity of California, Berkeley, Berkeley, CaliforniaJennifer CollettUniversity of California, Berkeley, Berkeley, CaliforniaBona KangUniversity of California, Berkeley, Berkeley, CaliforniaKenton De KirbyUniversity of California, Berkeley, Berkeley, CaliforniaMarie LeUniversity of California, Berkeley, Berkeley, California

Discussant: Deborah Loewenberg BallUniversity of Michigan, Ann Arbor, Michigan

Rooms 205/207

73

8:30 a.m.–10:00 a.m.

116Fourth- and Eighth-Grade NAEP: Mathematics Trends in the 21st CenturyResearch SymposiumUsinggrades4and8datafromtheNationalAssessmentofEducationalProgress,weexploretrendsinmathematicsperformanceonitemsandgroupsofitemsadministeredbetween2000and2011.WewilldiscusspossibleexplanationsfortrendsinthedataandtheextenttowhichNAEPitemsrepresentskillsidentifiedintheCommonCoreStateStandards.

Peter KloostermanIndiana University, Bloomington, IndianaCrystal WalcottIndiana University Purdue University, Columbus, IndianaDoris MohrUniversity of Southern Indiana, Evansville, IndianaMichael RoachIndiana University, Bloomington, IndianaArnulfo PerezIndiana University, Bloomington, Indiana

Discussant: Glen BlumePennsylvania State University, University Park, Pennsylvania

Room 104

74

8:30 a.m.–10:00 a.m.

117Framing and Revising a Hypothetical Learning Trajectory for Area MeasurementResearch SymposiumWepresentdatafromconnectedstudiesarisingfromalongitudinal,NationalScienceFoundation–fundedproject.Researchersintwostatesexploredchildren’sthinkingandlearningofspatialmeasurementconcepts.Hearresultsfrommixed-methodanalysesandseeourrevisedhypotheticallearningtrajectoryforareameasurement.

Jeffrey E. BarrettIllinois State University, Normal, IllinoisCraig CullenIllinois State University, Normal, IllinoisAmanda L. MillerIllinois State University, Normal, IllinoisDouglas W. Van DineUniversity at Buffalo, Buffalo, New YorkCheryl L. EamesIllinois State University, Normal, IllinoisMelike KaraIllinois State University, Normal, IllinoisJulie SaramaUniversity of Denver, Denver, ColoradoDouglas H. ClementsUniversity of Denver, Denver, Colorado

Room 102

75

8:30 a.m.–10:00 a.m.


Enactments of Care: Case Studies of African American Mathematics TeachersThroughthelensofcaretheory,thisstudyanalyzesthreeAfricanAmericanhighschoolalgebrateachers’enactmentsofcareinattendingtostudents’mathematicalandpersonalidentitiesandexperiences.Acriticalanalysisalsorevealstensionsregardingdifferentcareethicsandteachingmathematicsforunderstanding.

Nancy TsengUniversity of Maryland, College Park, MarylandAnn EdwardsUniversity of Maryland, College Park, Maryland

Additional Author: Hollie YoungUniversity of Maryland, College Park, Maryland

Real-World Contexts in Urban High School Mathematics LessonsThisstudydescribesreal-worldcontextsinurbanhighschoolmathematicslessons.Weinvestigatetheroleofreal-worldcontextsandhowtheyareelaboratedbyteacherandstudents.Werelateroleandelaborationtocognitivedemand,instructionalenvironment,andparticipationstructures.Findingssuggestpracticesthatsupportstudents’participationandconceptualdevelopment.

Haiwen ChuGraduate Center of the City University of New York, New York, New YorkHaiwen ChuWestEd, San Francisco, CaliforniaLaurie RubelCUNY Brooklyn College, Brooklyn, New York

STEM+M: Mathematics and Motivation in Inclusive STEM-Focused High SchoolsThiscross-caseanalysiscompareshowthreeSTEM-focusedhighschoolsmotivateandsupportstudentsinlearningcollege-preparatorymathematics.Theschoolshaverecordsofsuccessinimprovingtheeducationaloutcomesofminoritystudents,manyofthemfirstgenerationcollege-goers.ItispartofalargerNSF-fundedstudyof12suchhighschools.

Kathleen RossGeorge Washington University, Washington, D.C.

Presider: Erin Elizabeth KrupaMontclair State University, Montclair, New Jersey

Room 110/112

76

8:30 a.m.–10:00 a.m.


Supporting Preservice Teachers’ Mathematical Learning through ArgumentationThisstudyexaminestheargumentationthatoccurredwithinanelementarymathematicscontentcourseforpreserviceteachers(PSTs)andshareshowargumentationhelpedPSTsmakesenseofimportantmathematicalconcepts.Moreover,itdemonstratestheexperiencesthatthesePSTshadastheyworkedonlearningthroughmathematicalargumentation.

Alejandra SalinasBoston University, Boston, Massachusetts

Facilitating Productive Discussions in Professional Development SettingsDrawingfromamixed-methodexperimentalresearchstudyofaprofessionaldevelopmentinitiativeinelementaryschoolmathematics,wepresentaframeworkforthefacilitationofinstructionallyproductivediscussionsinprofessionallearningsettings.Wedefineandexplainkeypracticesfacilitatorscanusetofocusdiscussionsaroundmathematicscontent,studentlearning,andinstructionalpracticesthatbuildonandextendstudentthinking.

Caroline EbbyConsortium for Policy Research in Education, University of Pennsylvania, Philadelphia, PennsylvaniaAndrea OettingerConsortium for Policy Research in Education, University of Pennsylvania, Philadelphia, Pennsylvania

77

Chinese and U.S. Teachers: Knowledge for Facilitating DisagreementsMathematicaldisagreementsariseasstudentschallengeclassmates’ideasanddefendtheirown.Weexaminedwhatelementaryteachersvalueaboutmathematicaldisagreementsaswellastherequisiteknowledgebaseforfacilitatingtheresolutionofthesedisagreements.Implicationsforteacherdevelopmentwillbeshared.

Angela BarlowMiddle Tennessee State University, Murfreesboro, TennesseeRongjin HuangMiddle Tennessee State University, Murfreesboro, TennesseeHuk-Yuen LawChinese University of Hong Kong, Shatin, Hong Kong

Additional Authors: Yip Cheunk ChanChinese University of Hong Kong, Shatin, Hong KongQiaoping ZhangChinese University of Hong Kong, ChinaWesley BaxterMiddle Tennessee State University, Murfreesboro, TennesseeAngeline GaddyMiddle Tennessee State University, Murfreesboro, Tennessee

Presider: Samuel OttenUniversity of Missouri, Columbia, Missouri

Room 201

78

8:30 a.m.–10:00 a.m.


A Teacher Leadership Study in an Inquiry Professional Development ProgramThisprofessionaldevelopmentprogrambasedoninquiryteachinginmathematicsandsciencemiddleschoolclassroomsfoundthatteachersprogressedthroughstagesoneandtwoofateacherleadershipframework.Byimprovingcontentknowledgeandinquiryteachingpractices,theywerebetterpreparedtoinfluencecolleagues.

Jan YowUniversity of South Carolina, Columbia, South CarolinaChristine LotterUniversity of South Carolina, Columbia, South Carolina

Findings from a Math Teachers’ Circle: Past, Present, and Future DirectionsInitiatedbytheAmericanInstituteofMathematics,morethan80MathTeachers’Circles(MTCs)havebeenestablishedthroughouttheUnitedStatesanditsterritories.ThecurrentsessionexploresonesuchregionalMTC,itscurriculum,andfindingsfrom4yearlongcohorts,includingteacherinterviewsandobservationsandpre/postmeasuresofchange.

David KhaliqiUniversity of Colorado Colorado Springs, Colorado Springs, ColoradoPeter MarleUniversity of Colorado Colorado Springs, Colorado Springs, ColoradoLisa DeckerUniversity of Colorado Colorado Springs, Colorado Springs, Colorado

79

Math Leadership Academy: Enhancing Content, Pedagogy, and LeadershipThissessionsharesdetailsoftheMathLeadershipAcademy,aprogramdesignedtobuildteachercapacityinmathcontent,pedagogy,andleadership.Projectgoals,meansofachievingthesegoals,andevidenceofimpactwillbeshared.Participantswilldiscussideasforbuildingmathematicsteachers’capacityforemergingleadershipgoals.

Fabiana CardettiUniversity of Connecticut, Storrs, ConnecticutMary TruxawUniversity of Connecticut, Storrs, ConnecticutSharon HeymanUniversity of Connecticut, Storrs, Connecticut

Additional Author: Megan StaplesUniversity of Connecticut, Storrs, Connecticut

Presider: Daniel J. HeckHorizon Research, Chapel Hill, North Carolina

Room 203

80

8:30 a.m.–10:00 a.m.

121Mathematics Education Research Using Systemic Functional LinguisticsResearch SymposiumWeexploremathematicseducationresearchusingtheoreticalandmethodologicalelementsfromsystemicfunctionallinguistics.Thepapersexaminetheinterplaybetweenresearchquestionsandtheoreticalandmethodologicalperspectivesthatvalidateexaminingmathematicseducationissues.

Gloriana GonzalezUniversity of Illinois, Champaign, IllinoisAnna F. DeJarnetteUniversity of Illinois, Champaign, IllinoisJuan GerardoUniversity of Illinois, Champaign, IllinoisRochelle GutiérrezUniversity of Illinois, Champaign, IllinoisBeth A. Herbel-EisenmannMichigan State University, East Lansing, MichiganKate R. JohnsonMichigan State University, East Lansing, MichiganElaine M. LandeUniversity of Michigan, Ann Arbor, MichiganVilma MesaUniversity of Michigan, Ann Arbor, Michigan

Discussant: David PimmUniversity of Alberta, Vancouver, Canada

Room 103

81

8:30 a.m.–10:00 a.m.

122Moving Mathematics Identity Forward: New Developments in Theory and ResearchDiscussion SessionExploretheinteractionamongidentityandmathematicalthinkingandlearning—andasthatrelationshipalsointersectswithissuesofrace,socialization,andequity.Thesepaperssharecontentanalysesandreviewsofrelatedresearch,findingsfromnewstudies,orextantandemergingtheoreticaldevelopments.

Lateefah Id-DeenMichigan State University, East Lansing, MichiganGregory V. LarnellUniversity of Illinois at Chicago, Chicago, IllinoisNiral ShahUniversity of California, Berkeley, Berkeley, CaliforniaMaisie GholsonUniversity of Illinois at Chicago, Chicago, Illinois

Room 111/113

123Purposeful Play: Design and Selection of Video Games for LearningDiscussion SessionDiscussthedevelopmentandselectionofeducationalvideogames.Exploreusinganevidence-centereddesign(ECD)approachtodesigneducationalvideogameswithpurpose,andlearnaboutusingECDtoselecteducationalgamestofulfilldesiredlearningobjectives.

Terry P. VendlinskiSRI International, Menlo Park, California

Room 106

82

8:30 a.m.–10:00 a.m.

124Student and Teacher Assessment of Problem Difficulty Discussion SessionWeassessedsecondaryschoolstudents’understandingoflinearfunctionsandtheirteachers’understandingofstudentdifficulties.Teacherscouldnotidentifythemostdifficultproblemsforstudentsorthenatureofthedifficulties.Studentswerebetteratidentifyingtheirdifficultiesthanweretheirteachers.

Valentina PostelnicuArizona State University, Mesa, ArizonaCarole E. GreenesArizona State University, Mesa, Arizona

Room 107/109

125The Life of a JRME Manuscript, through Three LensesDiscussion SessionSeehowjournalreviewersandtheeditorgeneratefeedbackforamanuscript—andhowtobestusethefeedbackinaresubmission.MembersoftheeditorialstaffandeditorialpaneloftheJournal for Research in Mathematics Education willshowthestagesinthelifeofamanuscript.

Natasha SpeerUniversity of Maine, Orono, MaineCynthia LangrallIllinois State University, Normal, Illinois Andrew IzsakUniversity of Georgia, Athens, GeorgiaAnderson NortonVirginia Tech, Blacksburg, Virginia David StinsonGeorgia State University, Atlanta, GeorgiaKaren GrahamUniversity of New Hampshire, Durham, New HampshireDavid BarnesNational Council of Teachers of Mathematics, Reston, Virginia

Room 108

83

10:30 a.m.–12:00 p.m.

126Using Research to Make a DifferencePlenary SessionInrecentyearsIhavecometorealizethatproducingresearchknowledgeisnotenoughtomakechangesinmathclassrooms.InthispresentationIwilldescribeajourneyIhavebeenonoverrecentyearsthathasinvolvedworkingwithpoliticians,journalists,filmmakers,andothers.

Jo BoalerStanford University, Stanford, California

Rooms 205/207

1:00 p.m.–2:30 p.m.

127Brilliance of Black Children in Mathematics: Toward New DiscourseResearch SymposiumMovebeyondthenumbersofaggregated“achievementgap”dataandtowardnewdiscourseaboutblackchildrenandmathematics.Webringtogetheracollectionofmathematicseducatorswhobeginwiththebrillianceofblackchildreninmathematicsasthestartingpointintheiranalysis.

David W. StinsonGeorgia State University, Atlanta, GeorgiaRobert Q. BerryUniversity of Virginia, Charlottesville, Virginia Oren L. McClainUniversity of Virginia, Charlottesville, Virginia Nicole M. RussellUniversity of Denver, Denver, ColoradoLou MatthewsBermuda Ministry of Education, St. David’s, BermudaYolanda ParkerUniversity of Texas at Arlington, Arlington, TexasShelly M. JonesCentral Connecticut State University, New Britain, ConnecticutChristopher JettUniversity of West Georgia, Carrolton, Georgia

Discussants:Jacqueline Leonard

University of Wyoming, Laramie, WyomingBrian Williams

Georgia State University, Atlanta, GeorgiaRoom 102

84

1:00 p.m.–2:30 p.m.

128Elementary Teacher and Student Learning about Generalization and ProofResearch SymposiumWedescribeprofessionaldevelopmenttohelpteachersintegrateafocusonthebehavioroftheoperationsintotheirinstruction.Wereportonteacherandstudentlearningthatresultedfromthisapproachandraisethequestion,Whataretheelements,content,andstructuresoftheprofessionaldevelopmentthatmightaccountforsuchlearning?

Susan Jo RussellTERC, Cambridge, MassachusettsMegan FrankeUniveristy of California, Los Angeles, Los Angeles, CaliforniaDeborah SchifterEducation Development Center, Waltham, MassachusettsVirginia BastableMount Holyoke College, South Hadley, Massachusetts

Discussants: Linda Davenport

Boston Public Schools, Boston, Massachusetts

Vicki JacobsUniversity of North Carolina at Greensboro, Greensboro, North Carolina

Rooms 205/207


How Do K–8 Teachers Change Their Practices after Learning More Mathematics?Thisstudyinvestigatesthecomplexrelationshipsamongteachers’knowledge,beliefs,andinstructionbasedondatacollectedfrom21in-serviceteachersfor4years.Theresultsshedlightonwhichaspectsofinstructionalpracticesaremostcloselyrelatedtoteacherknowledgeandwhicharerelatedtoteachers’beliefs,asopposedto(orinadditionto)theirmathematicalknowledge.

Yasemin Copur-GencturkRice University, Houston, Texas

85

Ritual: A Category for Understanding Persistent Practices in Math EducationThissessiondescribesatheoreticalstudyconcerningthepersistenceofpracticesinmathclassroomswhilealsocontributingtoatheoryofritualsinmatheducation.Consideringmathclassroomsasculturalspaces,Iproposetheanalyticcategoryofritualforgaininginsightsaboutthepersistenceofsomecommonpractices.

Andrea McCloskeyPenn State University, University Park, Pennsylvania

Young Latinas and Their Construction of Successful Mathematical IdentitiesThisstudyexaminesthemathematicalidentityconstructionbysuccessfulLatinamiddlegradersandconnectsitwiththeirschoolingexperiences.Wefoundaconstantnegotiationbetweencontrastingnarrativesandarguethisnegotiationcouldbeareasontooptoutofscience,technology,engineering,andmathematicscareers.

Paula GuerraKennesaw State University, Kennesaw, Georgia

Presider: Zandra de AraujoUniversity of Missouri, Columbia, Missouri

Room 110/112

86

1:00 p.m.–2:30 p.m.


Supporting Students’ Early Development of Multiplicative StructuresWereportedstudents’earlydevelopmentofmultiplicativestructuresthroughinstructionalsupportonfair-sharingtasks.Ateachingexperimentwasconductedinaregularclassroombeforeintroducingmultiplication.Somestudentswerecompetentincomparingafairlysharedwholeorcollectiontoonesharemultiplicatively.ImplicationsconcerningCommonCoreStateStandardsimplementationandresearchwillbediscussed.

Kosze LeeNorth Carolina State University, Raleigh, North CarolinaNicole PanorkouNorth Carolina State University, Raleigh, North Carolina

Additional Authors: Nicole PanorkouNorth Carolina State University, Raleigh, North CarolinaJere ConfreyNorth Carolina State University, Raleigh, North CarolinaAndrew CorleyNorth Carolina State University, Raleigh, North CarolinaKenny NguyenCatlin Gabel School, Portland, OregonAlan MaloneyNorth Carolina State University, Raleigh, North Carolina

Paths to Becoming Teacher Leaders in Elementary MathematicsFewelementaryteacherschoosemathematicsastheirsubjectofinterest,sowhatisdifferentaboutelementaryteacherswhodobecomemathematicsteacherleaders?Bygaininginsightintotheirpathstowardsleadershippositions,wemightfindwaystoidentify,empower,andsupportnewleadersforthebenefitofallteachers.

Lynn McGarveyUniversity of Alberta, Edmonton, CanadaGladys SterenbergUniversity of Alberta, Edmonton, Canada

87

A Transition from Additive to Multiplicative Thinking: Unit ConfusionAcross-sectionalstudyembeddedwithinclassroominstructioninvestigatedtransitionsinmultiplicativethinking.Reportedhereisoneoffourthemes:unitconfusion,whatisconjecturedtobeanaturalyetmessytransitioninthecoordinationofunits.Resultsarefromtheteachingexperimentpreandpostinterviews.

James BrickweddeHamline University, St. Paul, Minnesota

Presider: Dorothy Y. WhiteUniversity of Georgia, Athens, Georgia

Room 201


Modeling Change in In-Service Teachers’ Mathematical Knowledge for TeachingThislongitudinalstudyusedmeasuresofmathematicalknowledgeforteachingtargetingmultiplicativereasoningtopicstoinvestigatehowmiddle-gradesin-serviceteachers’knowledgegrowthisaffectedbygrade-levelexperience,collegialactivityfocusedonstudentthinking(e.g.,discussingstudentworkexamples),andcertificationroute.

Erik JacobsonUniversity of Georgia, Athens, Georgia

Novice Middle School Teachers’ Development of DiscussionThestudydiscussesfindingsandimplicationsofastudyofnovicemiddleschoolmathematicsteachersplacedinhistoricallylow-performingschoolsservinglow-incomestudents.Theteachersengagedinareflectiveteachingcyclefocusedondevelopingstudentdiscussion.Teachersdiscussedstrategiestopromotestudentdiscussionandthedilemmasassociatedwithimplementingthesestrategies.

Emily YaniskoUniversity of Maryland, College Park, Maryland


88

1:00 p.m.–2:30 p.m.

Negotiating Authority: An Analysis of Teacher Discourse MovesInthisanalysis,Iexamineteachers’discoursemovestounderstandthewaysteachersnegotiateauthority,particularlymathematicalauthority,duringinstruction.Ipresentthreecasestudiesofbeginningmiddleschoolmathematicsteachersandtheirinstructionalpracticestounderscorewaystheclassroomcommunicationsystemmediateslearning.

Enakshi BoseUniversity of Pennsylvania, Philadelphia, Pennsylvania

Presider: Corey M. WebelMontclair State University, Montclair, New Jersey

Room 203

132Reasoning with Discrete and Continuous Images of QuantityDiscussion SessionExploretheoreticalandpracticalconsiderationsinsupportingstudents’quantitativereasoning(QR),focusingonstudents’discreteandcontinuousimagesofquantity.Learnofdistinctionsbetweenconceptionsofchangeinquantities,rolesofstudents’imagesincomingtounderstandfunction,andtaskdesignsupportingstudents’QR.

Heather Lynn JohnsonUniversity of Colorado Denver, Denver, ColoradoCarlos Castillo-GarsowKansas State University, Manhattan, KansasKevin C. MooreUniversity of Georgia, Athens, GeorgiaErik TillemaIU School of Education at Indianapolis, Indianapolis, IndianaAmy EllisUniversity of Wisconsin–Madison, Madison, Wisconsin

Room 106


89

1:00 p.m.–2:30 p.m.

133Reflecting Ability and Noticing Students’ Thinking: What Does It Take?Research SymposiumWediscussaninnovativeapproachtoanelementaryfieldexperienceandreportonthenatureofpreserviceteachers’abilitiestoreflectonpracticeandnoticestudentthinking.Exploretheeffectofthisapproachonpreserviceteachers’reflectiveabilitiesandtheirabilitytopursuestudentthinking.

Enrique GalindoIndiana University, Bloomington, IndianaJulie AmadorUniversity of Idaho, Coeur d’Alene, IdahoRick A. HudsonUniversity of Southern Indiana, Evansville, IndianaIngrid WeilandUniversity of Louisville, Louisville, KentuckyMi Yeon LeeIndiana University, Bloomington, IndianaSamuel K. TsegaiWinona State University, Winona, MinnesotaKai-Ju YangIndiana University, Bloomington, Indiana

Discussant: Anderson NortonVirginia Tech, Blacksburg, Virginia

Room 104

90

1:00 p.m.–2:30 p.m.

134Student Mathematical Problem-Solving Conversation at an Informal SiteDiscussion SessionTheLiveScribePenisatechnologytoolthat,whilewritingonadotpaper,linkseverythingheardtoeverythingwritten.SeehowweusedtheLiveScribePentocollectdatainaninformalsetting.Wealsosuggestapproachestocollectandanalyzedata.

Gorjana PopovicIllinois Institute of Technology, Chicago, IllinoisJoy Kubarek-SandorJohn G. Shedd Aquarium, Chicago, Illinois

Room 111/113

135Supporting Math Leaders Learning Facilitation: Developing a Research AgendaDiscussion SessionWeshareinsightsemergingfromtwoprofessionaldevelopment(PD)leaderprojectsonthedemandsthatadvancingteachers’coremathideasraisesforPDfacilitators.Byexaminingfeaturesandfindingsoftheprojects,youwillconsiderdesignsforleaderdevelopmentandsynthesizeideastorefineaPDleaderresearchagenda.

Rebekah ElliottOregon State University, Corvallis, OregonKristin LesseigWashington State University Vancouver, Vancouver, WashingtonNanette SeagoWestEd, San Francisco, CaliforniaElham KazemiUniversity of Washington, Seattle, WashingtonCathy CarrollWestEd, Redwood City, CaliforniaMatthew CampbellOregon State University, Corvallis, OregonMegan Kelley-PetersenUniversity of Washington, Seattle, Washington

Room 107/109

91

1:00 p.m.–2:30 p.m.

136Teacher Mathematics as Floor and Ceiling for Classroom OpportunitiesResearch SymposiumTheempiricalpapersaugmentresearchonteacherknowledgewithanapproachthatprivilegesmathematicalactivitywithimplicationsforprofessionaldevelopment.Teacherunderstandingmightbeaceilingthatconstrainsclassroomopportunitiesorafloorthatsupportsclassroommathematicsgivenpedagogicalfociandschoolsetting.

Rose Mary ZbiekPennsylvania State University, University Park, PennsylvaniaM. Kathleen HeidPennsylvania State University, University Park, PennsylvaniaGlen BlumePennsylvania State University, University Park, Pennsylvania

Discussant: Margaret Schwan Smith University of Pittsburgh, Pittsburgh, Pennsylvania

Room 103

137Turning Your Research into an Article for TeachersDiscussion SessionExplorewaystopublishyourresearchinoneoftheNCTMpractitionerjournals,tobereadandusedbyteachers.Workwiththisyear’saward-winningauthorsandjournaleditorstodevelopyourideasforarticles.

Members of the Editorial Panels of Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Mathematics Teacher.

Room 108

92

1:00 p.m.–2:30 p.m.

138Using Curriculum Materials to Design and Enact instructionResearch SymposiumExploreresearchfindingsaimedatusingmathematicscurriculumresourceseffectivelytodesignandenactinstruction.Wefocusonthedesigndemandsofcurriculumuseandthecapacitiesneededtomeetthesedemandsfromfourdifferentangles.

Janine T. RemillardUniversity of Pennsylvania, Philadelphia, PennsylvaniaOk-Kyeong KimWestern Michigan University, Kalamazoo, MichiganLuke ReinkeUniversity of Pennsylvania, Philadelphia, PennsylvaniaNapthalin A. AtangaWestern Michigan University, Kalamazoo, MichiganJoshua TatonUniversity of Pennsylvania, Philadelphia, PennsylvaniaDustin O. SmithWestern Michigan University, Kalamazoo, MichiganHendrik Van SteenbruggeGent University, Gent, BelgiumShari LewisAquinas College, Grand Rapids, Michigan

Room 105

93

3:00 p.m.–4:30 p.m.

139Analyzing Learning Trajectories in Grades K–2 Children’s Understanding of FunctionsDiscussion SessionExaminelearningtrajectoriesingradesK–2children’sthinkingaboutfunctions.Comparesequencesofvideoandwrittendataforconsistencywithtrajectorieswedeveloped,focusingonchildren’sunderstandingofcovariationanduseofrepresentations.

Maria BlantonTERC, Cambridge, MassachusettsBarbara M. BrizuelaTufts University, Medford, MassachusettsAngela Murphy GardinerTERC, Cambridge, MassachusettsKatie SawreyTufts University, Medford, MassachusettsBrian GravelTufts University, Medford, Massachusetts

Room 107/109

140Building Scholarly Inquiry and Practices for Mathematics Methods CoursesResearch SymposiumWefocusonsynthesesofresearchexploringactivitiesmathematicsteachereducators(MTEs)usewithprospectiveteachersinmathematicsmethodscourses.Reportssharedescriptionsofactivities,implementation,andteacherdevelopment.WewilldiscussresearchunderpinningsforMTEs’practicesandinquiryintosuchpractices.

Signe KastbergPurdue University, West Lafayette, IndianaWendy B. SanchezKennesaw State University, Kennesaw, GeorgiaAndrew TyminskiClemson University, Clemson, South Carolina

Discussant: Denise A. SpanglerUniversity of Georgia, Athens, Georgia

Room 102

94

3:00 p.m.–4:30 p.m.

141How Does Example Use Influence Conjecturing and Proving?Research SymposiumWhilestudentsstrugglewithproof,researchonmathematicians’reasoningshowsthevalueofstrategicexampleusetosupportproofdevelopment.Thus,exampleexplorationcouldpotentiallyfosterstudents’proving.Wesharefourprojectsstudyingexampleusetosupportproofacrossgradebandsandexpertiselevels.

Amy EllisUniversity of Wisconsin–Madison, Madison, WisconsinElise LockwoodUniversity of Wisconsin–Madison, Madison, WisconsinOrit ZaslavskyNew York University, New York, New YorkOrly BuchbinderUniversity of Maryland, College Park, MarylandPooneh SabouriNew York University, New York, WisconsinCaroline WilliamsUniversity of Wisconsin–Madison, Madison, WisconsinMuhammed Fatih DoganUniversity of Wisconsin–Madison, Madison, WisconsinEric KnuthUniversity of Wisconsin–Madison, Madison, Wisconsin

Discussant: Hymann BassUniversity of Michigan, Ann Arbor, Wisconsin

Room 103

95

3:00 p.m.–4:30 p.m.


Developing Mathematical Knowledge for Teaching in PracticeOurstudyaimstoinvestigatewhatteachereducatorscandotosupportnoviceteachersinacquiringandusingmathematicalknowledgeforteachingintheirworkwithchildren.Weinvestigatethisquestioninthecontextrehearsal,whichinvolvesnovicesinpubliclyandpurposefullypracticingtheworkofteachingusingparticularinstructionalactivitieswithguidedfeedbackfromtheteachereducator.

Hala GhousseiniUniversity of Wisconsin, Madison, WisconsinSarah LordUniversity of Wisconsin, Madison, Wisconsin

Actions a Math Teacher Educator Employs during Whole-Group InstructionWeknowverylittleaboutthepracticesofmathematicsteachereducatorsbecausethesepracticesarenotwidelyresearchedordisseminated.Theidentifiedactionsoneeducatoremployedinherelementarymathcontent/methodscoursethatprovidedtheopportunityforprospectiveteacherstoimprovetheirknowledgeofstudentunderstandingwillbereported.

Cynthia TaylorMillersville University of Pennsylvania, Millersville, Pennsylvania

Teaching to Teach without Having Taught: New Mathematics Teacher EducatorsDatafromsurveysandfocus-groupinterviewswasusedtostudynewmathematicsteachereducators’beliefsabouttheirpreparationforacareerinacademe.Thisworkexplorestheexperiencesofrespondentswhoareresponsibleforpreparingelementaryteachersyetwhohavenotthemselveshadmuch(orany)experienceteachingelementary-agedchildren.

Rachael WelderHunter College, New York, New YorkAndrea McCloskeyPenn State University, University Park, Pennsylvania

Presider: Kevin C. MooreUniversity of Georgia, Athens, Georgia

Room 203

96

3:00 p.m.–4:30 p.m.


Connecting Teacher Understanding of Mathematics and Classroom OpportunitiesAcasestudyofabeginningsecondarymathematicsteacherillustrateshowtheteacher’sunderstandingofmathematicssupportsheraugmentingrepresentations,symbolicsense,andpotentialjustificationsandenhancesstudents’mathematicalopportunitiesinlessonsrequiredtofocusonprocedures.

Kim JohnsonPennsylvania State University, University Park, Pennsylvania

Additional Authors: Rose ZbiekPennsylvania State University, University Park, PennsylvaniaFernanda BonafiniPennsylvania State University, University Park, PennsylvaniaDonna KinolPennsylvania State University, University Park, PennsylvaniaTenille CannonPennsylvania State University, University Park, Pennsylvania

Conceptual Metaphors of Problem Solving: Listening for ExperiencesByintroducingthelinguistictoolofconceptualmetaphor,studentsandteachersarticulatedasystemofsharedexperiencesforproblemsolving.Insteadofdefiningproblemsolvingglobally,thisstudyshowshowconceptualmetaphortheorylocallydefinesproblemsolvingtogivestudentsavoice,helpteachersactivelylisten,andofferresearchersanovelhermeneuticmethodology.

Sean YeeCalifornia State University, Fullerton, Fullerton, California

97

Piloting Online Professional Development for Facilitating the Common CoreThispresentationdescribesaninitialpilotofanonlineprofessionaldevelopmentexperienceforsecondarymathteachersinfacilitatingtheCommonCorepracticestandards.Resultssuggestedsomepromiseforusinginteractivemediaforprofessionaldevelopment,aswellaslessonsforimprovement.

Karl KoskoKent State University, Kent, OhioVu Minh ChieuUniversity of Michigan, Ann Arbor, Michigan

Presider: Dawn TeuscherBrigham Young University, Provo, Utah

Room 110/112


Preservice Teachers Leverage Children’s Multiple Math Knowledge BasesEffectivemathematicsinstructionrequiresattentionnotonlytochildren’smathematicalthinkingbutalsototheircultural,linguistic,andhome-andcommunity-basedknowledgeandexperiences.Inthissession,wedescribehowcasestudymethodssupported76preserviceteachersinleveragingknowledgeofstudents’multiplemathematicalknowledgebasesinsuggestionsforfutureinstruction.

Erin TurnerUniversity of Arizona, Tucson, ArizonaMary FooteQueens College, CUNY, Flushing, New YorkKathy StoehrUniversity of Arizona, Tucson, ArizonaAmy Roth McDuffieWashington State University Tri-Cities, Richland, Washington

Additional Authors: Julia AguirreUniversity of Washington–Tacoma, Tacoma, WashingtonTonya BartellMichigan State University, East Lansing, MichiganCorey DrakeMichigan State University, East Lansing, Michigan


98

3:00 p.m.–4:30 p.m.

Investigating Teacher Discourse Following Students’ Mathematics DifficultyThisresearchanalyzesresponsesmiddleschoolmathematicsteachersofferwhentheirstudentsencounterdifficultyduringcollaborativemathematicalproblemsolving.Teachers’retrospectivereflectionsaddinsightregardingfactorscontributingtotheirresponsedecisions,includingwaysinwhichtheirinterventionsaddressparticularstudentandcontextualvariables.

Evelyn SeeveRutgers, The State University of New Jersey, New Brunswick, New Jersey

Making the Most of Methodological DecisionsMethodologicaldecisionscanmaximizewhatcanbeinvestigatedandlearnedinaresearcheffort.Benefitsofthreemethodologicaldecisionswillbesharedfromastudyexaminingeffectsonteachers,teaching,andstudentsfollowingmiddle-gradesteachers’participationina40-hourprofessionaldevelopmentprogramongeometricthinking.

Daniel HeckHorizon Research, Chapel Hill, North CarolinaMark DriscollEducation Development Center, Waltham, MassachusettsKristen MalzahnHorizon Reseach, Chapel Hill, North CarolinaAdditional Authors: Johannah NikulaEducation Development Center, Waltham, MassachusettsRachel DiMateoEducation Development Center, Waltham, MassachusettsEvelyn GordonHorizon Research, Chapel Hill, North Carolina

Presider: Erin Elizabeth KrupaMontclair State University, Montclair, New Jersey

Room 201


99

3:00 p.m.–4:30 p.m.

145Measuring Mathematical Knowledge for TeachingDiscussion SessionExploreresultsfromthreevaliditystudiesofMKTmeasuresdevelopedfortheMeasuresofEffectiveTeachingproject.Weshareaninsider’sviewbysharingsampleitemsforworkanddiscussion,andwefacilitatediscussionofstrengthsandweaknessesofitemdesign,thevalidityevidence,andproposedusesofthemeasures.

Heather HowellEducational Testing Service, Princeton, New JerseyBarbara WerenEducational Testing Service, Princeton, New JerseyGeoffrey PhelpsEducational Testing Service, Princeton, New Jersey

Room 111/113

146Pushing Symbols: An Intervention to Increase Understanding of Algebraic Notation Discussion SessionMeetPushingSymbols,amiddle-gradesalgebrainterventionthatengagesstudentswiththevisualstructureofnotationbyphysicallyanddynamicallyinteractingwithalgebraicexpressions.Seevideoclipsandexplorecomponentsoftheintervention,includingmanipulativesandaniPadapplication.

Taylyn HulseUniversity of Richmond, Richmond, Virginia Jaclyn PierceUniversity of Richmond, Richmond, Virginia David LandyUniversity of Richmond, Richmond, Virginia

Room 106

100

3:00 p.m.–4:30 p.m.

147Research Insights from the 12th International Congress on Mathematical EducationResearch SymposiumThesessionwillhighlightresultsfromICME-12SurveyTeamswithfocusonresearchrelatedtocurriculumcontent,goals,andimplementation,gapsbetweenresearchandpractice,andprofessionaldevelopmentmodelsforstrengtheningteacherknowledge.DiscussionwillconsiderimplicationsofinternationalpracticesforourworkaseducatorsintheU.S.

Gail BurrillMichigan State University, East Lansing, MichiganShannon M. LarsenUniversity of Maine at Farmington, Farmington, MaineJanet StramelFort Hays State University, Fort Hays, Kansas

Discussant: J. Michael ShaughnessyPortland State University, Portland, Oregon

Room 105

148Synthesizing Assessment Research from the International Congress on Mathematic EducationResearch SymposiumWesynthesizeresearchfindingsfromICME-12aroundhowwecanimprovethewayteachersdevelopandusetasksandcorrespondingdatatomorecloselyconnectinstructionalandassessmentpractices.Eachpaperframestheinternationalcontextandresearch,offeringwaysthatthesecanguidefutureU.S.researchandpractice.

David C. WebbCenter for Assessment, Austin, TexasPamela L. PaekCenter for Assessment, Austin, TexasAnne M. CollinsLesley University, Cambridge, Massachusetts

Discussant: Guillermo Solano-FloresUniversity of Colorado at Boulder, Boulder, Colorado

Room 104

101

3:00 p.m.–4:30 p.m.

149Teaching and Learning Mathematics in Virtual EnvironmentsResearch SymposiumTwoprojectsdiscussthequalityofinstructionalmaterialsforteachingandlearningmathematicsinthreecomputer-mediatedenvironments(virtualschools,curriculumsupplements,andWeb-basededucationalprograms).Wewillsharerevisionstothetasksandinstructionalmaterialstoincreasecognitivedemand.

Melissa D. BostonDuquesne University, Pittsburgh, PennsylvaniaMary Kay SteinUniversity of Pittsburgh, Pittsburgh, PennsylvaniaAaron KesslerUniversity of Pittsburgh, Pittsburgh, PennsylvaniaTheresa HendersonDuquesne University, Pittsburgh, PennsylvaniaAhmet AkcayDuquesne University, Pittsburgh, Pennsylvania

Rooms 205/207

102

Index of Speakers

Aaron,Wendy...............................79,3Adair,Mindy.....................................10Adrefs,Michelle...............................60Aguirre,Julia...................................144Akcay,Ahmet..................................149Akhavan,Sepehr...............................54Amador,Julie..................................133An,Song...........................................90Anderson,Ann....................................2Anderson,Judy.................................67Anderson,Katie................................62Anderson,LaToya.............................14Anderson-Dyben,Stephenie.............20Ansell,Ellen......................................12Appelgate,Mollie.............................43Arleback,Jonas...............................110Armstrong,Alayne..............................2Atanga,Napthalin...........................138Avineri,Tamar...................................59Bahr,Damon.............................108,54Baker,Joe..........................................62Ball,Deborah............................71,115Barlow,Angela................................119Barnes,David..................................125Barrett,Jeffrey................................117Bartell,Tonya..................................144Bass,Hymann.................................141Bastable,Virginia............................128Battista,Michael...............................46Bauer,Malcolm.................................74Bautista,Alfredo.......................66,113Baxter,Juliet.....................................86Baxter,Wesley................................119Beckmann,Sybilla............................51Beghetto,Ronald...............................86Berk,Dawn.......................................72Berkaliev,Zaur..................................75Berry,Robert.......................61,54,127Blanton,Maria............................8,139Bleiler,Sarah...................................107Blume,Glen............................116,136Boaler,Jo........................................126Boerst,Timothy.........................112,71Bonafini,Fernanda..........................143Borgioli-Yoder,Gina.........................55

Borko,Hilda......................................65Bose,Enakshi..........................111,131Boston,Melissa.........................82,149Bray,Wendy......................................96Brett,Pamela...............................31,63Briars,Diane.....................................68Brickwedde,James.........................130Brizuela,Barbara..........139,113,8,66Bruce,Catherine...............................60Brunaud-Vega,Victor........................84Buchbinder,Orly.......................79,141Burke,James.....................................51Burrill,Gail.....................................147Butler,Lori........................................63Caddle,Mary.....................................66Campbell,Matthew.........................135Cannon,Tenille...............................143Capraro,Robert.................................92Cardetti,Fabiana.............................120Carreras-Jusino,Angel......................81Carroll,Cathy..................................135Castillo-Garsow,Carlos..................132CastroSuperfine,Alison...................68Cayton,Charity.................................77Chaar,May........................................61Chan,YipCheunk...........................119Chang,Briana.....................................9Chazan,Daniel..................................79Chedister,Matthew.............................1Chen,Jie-Qi......................................75Chieu,VuMinh...............................143Chu,Haiwen...................................118Chval,Kathryn......................44,48,44Clements,Douglas....................70,117Cline,Laura.......................................72Collett,Jennifer...............................115Collins,Anne...................................148Confrey,Jere.............................59,130Conner,AnnaMarie...........................95Cook,H.............................................44Copur-Gencturk,Yasemin.........55,129Corley,Andrew.........................59,130Coulson,Andrew...............................54Cramer,Kathleen..............................83Cromley,Jennifer................................9

103

Index of Session Participants (continued)

Name Presentation Number Name Presentation Number

Cullen,Craig...................................117Cuoco,Al..........................................38Daro,Phil..........................................68Davenport,Linda............................128Davis,Brent......................................60Davis,Trina.......................................14deAraujo,Zandra......................129,45DeKirby,Kenton............................115Decker,Lisa....................................120DeJarnette,Anna.......................121,97Diakow,Ronli.................................115Dietz,Richelle...................................42DiMateo,Rachel.............................144Dimmel,Justin..............................3,79Ding,Lin...........................................27Ding,Meixia.....................................37Dobie,Tracy....................................103Dogan,Muhammed.....................6,141Dominguez,Higinio..........................28Dougherty,Barbara.....................40,75Drake,Corey...................................144Driscoll,Mark.................................144Druken,Bridget.................................93Eames,Cheryl.................................117Ebby,Caroline.................................119Ebert,Olga........................................34Edgington,Cyndi..............................57Edwards,Ann..................................118Edwards,Laurie................................50Edwards,Thomas..............................42Elliott,Rebekah...............................135Ellis,Amy...............................132,141Ely,Robert......................................137Erickson,Ander.............................79,3Estrada-Keith,Norma.......................11Farmer,Jeff.......................................10Feldman,Ziv.....................................17Finkelstein,Noah..............................56Foegen,Anne....................................40Fonger,Nicole...................................73Fonkert,Karen..................................53Foote,Mary.....................................144Fox,Ryan..........................................98Francis,Krista...................................60Franke,Megan..........................71,128Fredenberg,Mike..............................93Fueyo,Vivian....................................53

Fukawa-Connelly,Timothy...............43Gaddy,Angeline..............................119Galindo,Enrique.......................133,55Gallivan,Heather..............................72Gardiner,Angela.........................8,139Gearhart,Maryl...............................115Geddings,Debra...............................26Gellert,Laura....................................58Gerardo,Juan..................................121Gholson,Maisie........................122,63Ghousseini,Hala.............................142Gibbons,Lynsey...............................64Gilbert,Barbara.................................63Gilbert,Michael................................63Ginsburg,Lynda................................29Gleason,Brian...................................43Gonzalez,Dario................................81Gonzalez,Gloriana.........................121Gordon,Evelyn.........................48,144Graham,Karen..................................43Graham,Robert.................................58Grant,Rosalie...................................44Gravel,Brian...............................139,8Graves,Barbara.................................47Greenes,Carole...............................124Griffin,Valerie..................................94Gucler,Beste.....................................41Guerra,Paula...........................114,129Gutiérrez,Rochelle.........................121Hagen,Caroline................................52Hagen,Pamela....................................2Han,Xue...........................................37Hartman,Sara................................17.1He,Jia...............................................27Heck,Daniel...............73,48,120,144Heid,M.Kathleen............................136Henderson,Theresa.........................149Herbel-Eisenmann,Beth...................................57,80,121Herbst,Pat.....................................79,3Hertel,Joshua....................................21Heuvel-Panhuizen,Marja.................67Heyman,Sharon..............................120Hiebert,James.............................39,72Hoe,Nina..........................................80Hollebrands,Karen...............77,53,77Holstein,Krista.................................42

104



Holzman,Jodi...................................10Howell,Heather..............................145Howell,Tracey..................................32Huang,Rongjin.........................37,119Hudson,Rick...................................133Hulse,Taylyn..................................146Id-Deen,Lateefah...........................122Isler,Isil............................................99Izsak,Andrew...................................51Jacobs,Vicki.............................128,57Jacobson,Erik...........................51,131Jansen,Amanda.................................72Jett,Christopher..............................127Johnson,Heather.............................132Johnson,Kate..................................121Johnson,Kim..................................143Jones,Nathan....................................54Jones,Shelly...................................127Jordan,Kerry.....................................62JoyKubarek-Sandor,Joy................134Kane,Britnie.....................................64Kang,Bona.....................................115Kang,HyunJung............................102Kara,Melike...................................117Karakok,Gulden...............................20Kastberg,Signe...............................140Kazemi,Elham................................135Keazer,Lindsay................................80Keene,Karen.....................................42Kelley-Petersen,Megan..................135Kersaint,Gladis.................................82Kessler,Aaron.................................149Khaliqi,David.................................120Khasanova,Elvira.............................70Kim,Dong-Joong..............................41Kim,Hyung.......................................43Kim,Ok-Kyeong.............................138Kinol,Donna...................................143Kisa,Zahid........................................54Kloosterman,Peter..........................116Knuth,Eric......................................141Ko,Yi-Yin.........................................52Konold,Clifford..........................76,63Kosko,Karl...............................79,143Kotelawala,Usha..............................58Krajcevski,Mile..............................107Krupa,Erin........................144,118,55

Kulm,Gerald...............................37,14Lambdin,Diana.................................82Lande,Elaine..................................121Landy,David...................................146Lang,Laura.......................................49Langrall,Cynthia............................125Larnell,Gregory..............................122Larsen,Shannon..............................147Laursen,Sandra.................................56Lavenia,Mark...................................49Law,Huk-Yuen...............................119Le,Marie.........................................115Lee,Hollylynne.................................77Lee,Jean...........................................55Lee,Kosze...........................46,59,130Lee,MiYeon...................................133Lee,NganHoe..................................67Leonard,Jacqueline........................127Lesseig,Kristin.........................135,52LeveilleBuchanan,Nicole..............115Lewis,Chance...................................14Lewis,Shari....................................138Li,Yeping....................................37,67Lim,Woong....................................114Linder,Sandra...................................24Lischka,Alyson.................................43Liu,Shuangshuang............................54Lockwood,Elise.............................141Lord,Sarah......................................142Lotter,Christine..............................120Louie,Josephine...............................80Lu,Lianfang......................................89Lynn,James.......................................68Ma,Tingting......................................14MacDonald,Rita...............................44Machmer-Wessels,Keely..................61Males,Lorraine.................................46Maloney,Alan...........................59,130Malzahn,Kristen.......................48,144Mark,June.........................................80Marle,Peter.....................................120Martin,Catherine........................10,80Martinez,Mara..................................68Marum,Timothy...............................99Massey,Christine..............................78Masters-Goffney,Imani....................45Matsuura,Ryota................................38

105



Matthews,Lou................................127Matthews,MaryElizabeth................13McCallum,William...........................39McClain,Oren.................................127McCloskey,Andrea.........................129McCray,Jennifer...............................75McCrone,Sharon..............................43McCulloch,Allison...........................77McGarvey,Lynn.............................130McGinn,Kelly..................................25McGowan,William...........................59McLellan,Sylvia.................................2Meier,Ellen.......................................88Meikle,Erin......................................72Mercado,Janet..................................23Mesa,Vilma....................................121Middleton,James............................102Miller,Amanda...............................117Miller,Emily.....................................72Mitchell,Kara...................................87Mohr,Doris.....................................116Mohr,Sonja.......................................23Monroe,Eula...................................108Moore,Kevin..........................142,132Moore,Tamara..................................83MooreII,James................................56Morris,Anne.....................................72Moss,Joan.........................................60Moyer-Packenham,Patricia..............62Munter,Charles.................................39Murray,Eileen...................................81Myers,Marrielle...............................57Nathan,Mitchell...............................50Nelson,Courtney..............................48Nemirovsky,Ricardo........................50Newman-Owens,Ashley.....................8Nguyen,Kenny...............................130Nikula,Johannah.............................144Norton,Anderson............................133Norwood,Karen................................42Oberlin,Maureen..............................49Oettinger,Andrea............................119Offenholley,Kathleen.......................58Okamoto,Yukari...............................60Oloff-Lewis,Jennifer........................16Olson,Jeannette................................40Olson,Judith.....................................78

Olson,Melfried.................................78O’Neil,AnnMarie...........................110Orrill,Chandra..................................51Ortiz,Enrique......................................7Otten,Samuel..................................119Ottmar,Erin....................................146Paddack,Megan................................52Paek,Pamela.............................148,54Panorkou,Nicole.......................59,130Papakonstantinou,Anne....................55Pape,Stephen..............................33,94Park,Jaime........................................43Parker,Yolanda...............................127Parr,Richard.....................................55Peck,Frederick...............................100Perez,Arnulfo.................................116Peters,Greet......................................85Pfaff,Erin..........................................64Phakiti,Aek.......................................44Phelps,Geoffrey........................145,54Piecham,MaryBeth..........................38Pierce,Jaclyn..................................146Pimm,David...................................121Pitvorec,Kathleen.............................44Poirier,Natalie....................................2Popovic,Gorjana.............................134Portnoy,Neil.....................................43Postelnicu,Valentina.......................124Radinsky,Josh...................................63Rashid,Hanin....................................29Rasmussen,Chris..................43,62,56Reiber,Allegra..................................10Reinke,Luke...................................138Remillard,Janine....................138,111Reys,Barbara....................................78Ricks,Thomas.............................89,37Rino,Joseph......................................54Roach,Michael...............................116Roberts,Sarah.................................109Rodzon,Kati.....................................62Ross,Kathleen................................118Rossman,Cathleen............................63RothMcDuffie,Amy......................144Roy,George......................................53Rubel,Laurie...................................118Russell,Nicole....................87,10,127Russell,SusanJo.............................128

106



Sabouri,Pooneh..............................141Sahin,Alpaslan.................................92Salinas,Alejandra...........................119SanchezLeal,Lina....................101,63Sanchez,Rita.....................................88Sanchez,Wendy..............................140Santagata,Rossella.....................23,65Sarama,Julie.............................117,70Sawrey,Katie..............................8,139Saxe,Geoffrey................................115Schifter,Deborah............................128Schneider,Cynthia............................68Schoen,Robert..................................49Schorr,Roberta.................................63Seago,Nanette................................135Sears,Ruthmae.................................52Seeve,Evelyn..................................144Senk,Sharon.....................................67Shah,Niral......................................122Sharma,Anu......................................33Sharpe,Sheree...................................66Shaughnessy,J.Michael.................147Shaughnessy,Meghan.......................71Sherman,Milan.................................53Shumway,Jessica..............................62Silverman,Jason...............................76Simpson,Amber................................24Sinclair,Nathalie.........................60,41Singamaneni,Subha..........................40Singletary,Laura...............................95Sloane,Finbarr..................................16Slovin,Hannah..................................78Smith,Dustin..................................138Smith,Jack........................................46Smith,Margaret............136,39,82,65Smith,Ryan.......................................95Snider,Rachel...................................76Solano-Flores,Guillermo................148Soto-Johnson,Hortensia.............20,50Spain,Vickie.....................................40Spangler,Denise.......................140,82Sprague,Karen..................................86Staples,Megan................................120Steele,Michael..................................80Stein,Marcy......................................39Stein,MaryKay........................149,39Steketee,Scott...................................77

Stephens,Ana....................................99Sterenberg,Gladys..........................130Stevens,Glenn..................................38Stinson,David...........................127,57Stockero,Shari............................65,45Stockton,Julianna.............................15Stoehr,Kathy..................................144Stoelinga,Timothy............................68Stohlmann,Micah.............................83Stramel,Janet..................................147Strayer,Jeremy..................................77Sweeny,Shannon................................5Switzer,John.....................................61Sword,Sarah.....................................38Sztajn,Paola......................................57Tarr,James..................................75,55Taton,Joshua...................................138Tatsuoka,Curtis................................70Tatsuoka,Kikumi..............................70Taylan,Didem...................................44Taylor,Cynthia................................142Taylor,Edd......................................103Terrell,Maria....................................73Teuscher,Dawn.........................143,78Thomas,Erin.....................................45Thompson,Denisse...................107,73Thompson,Patrick............................51Tillema,Erik...................................132Tobin,Roger...................................113Towers,Jo.........................................60Tran,Dung........................................78Truax,Julia........................................11Truxaw,Mary..................................120Tsegai,Samuel................................133Tseng,Nancy...................................118Turner,Erin.....................................144Tyminski,Andrew...........................140Vahey,Phillip....................................53Valoyes,Luz......................................44VanDine,Douglas..........................117VanSchooneveld,Jacqueline..................................111,22VanSteenbrugge,Hendrik..............138Vendlinski,Terry.............................123Venenciano,Linda.............................61Walcott,Crystal...............................116Walker,Erica...............................45,78

107



Walkington,Candace....................6,53Wang,Sasha......................................41Wasserman,Nicholas........................15Webb,David....................................148Webel,Corey...........................106,131Weber,Eric........................................76Webster,Megan.................................64Weiland,Ingrid................................133Welder,Rachael..............................142Weren,Barbara................................145Westenskow,Arla..............................62Weston,Tracy....................................69White,Diana.....................................26White,Dorothy...................130,84,81Whitely,Walter.................................60Whitley,Blake...................................77Wilkerson-Jerde,Michelle..............113Willey,Craig.....................................44Williams,Brian...............................127Williams,Caroline......................141,6Williams,Kimberly...........................11Williams,Maryellen..........................19Willis,Tiera.........................................4

Wills,Theodore...................................9Willson,Victor..................................92Wilson,P.Holt.............................32,57Wylie,Caroline.................................74Yamaguchi,Jun-Ichi...................84,30Yamakawa,Yukari............................12Yang,Kai-Ju....................................133Yanisko,Emily................................131Yee,Sean.........................................143Yeh,Cathery......................................91Yopp,David......................................36Young,Hollie..................................118Yow,Jan....................................26,120Yu,Yiting..........................................73Yurtseven,Zeynep.............................42Zahner,William...............................104Zanten,Marc.....................................67Zaslavsky,Orit................................141Zbiek,Rose.............................136,143Zeichner,Kenneth.............................35Zhang,Qiaoping.............................119Zhang,Xiaochuan.............................54

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Notes

Documents

Research Presession Planning Committee NCTM …...1 Research Presession Planning Committee NCTM Research Committee James E. Tarr (2010–2013), Chair University of Missouri Chris L