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Champion, Joe; Crawford, Angela R.; Carney, Michele – North American Chapter of the International Group for the Psychology of Mathematics Education, 2020
One of the most intransigent problems in mathematics education is the culturally-influenced divide between classroom practice and educational research. This paper describes our explicit attempt to bridge that divide by translating research on instructional practices linked to improving students' mathematics achievement into a brief guide outlining…
Descriptors: Mathematics Education, Mathematics Instruction, Instructional Effectiveness, Educational Research
Tyminski, Andrew M.; Wieman, Rob; González, Gloriana; Trocki, Aaron; Johnson, Kim; Perry, Jill; Eli, Jennifer A. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
This working group continues to develop a research program on the practice of launching mathematical tasks and its resulting impact on learners. Our research agenda contains two strands of inquiry exploring (1) theory and framework building concerning effective launches and (2) empirical examination of the link between launching and opportunities…
Descriptors: Educational Research, Mathematics Activities, Problem Solving, Elementary Secondary Education
LaRochelle, Raymond; Hill-Lindsay, Sloan; Nickerson, Susan; Lamb, Lisa – North American Chapter of the International Group for the Psychology of Mathematics Education, 2020
Much of the research on the development of professional noticing expertise has focused on prospective teachers. We contend that we must investigate practicing teachers as well, and in particular practicing secondary teachers, because they bring with them years of teaching experience and are situated in unique contexts. Hence we studied the…
Descriptors: Secondary School Teachers, Change, Attention, Faculty Development
Sinclair, Nathalie – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
In this paper I take up the questions posed by the conference organisers with respect to what we have learned and where we are going in technology-based research in mathematics education research. I begin by troubling the metaphors of crossroads and intersections and argue--through a wide range of considerations in relation to past research, to…
Descriptors: Mathematics Education, Educational Research, Technology Uses in Education, Conferences (Gatherings)
Fleming, Ali; Roble, Amanda; Yao, Xiangquan; Brosnan, Patricia – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
We traced the impact of a sequence of five research-based professional development sessions on a cohort of mathematics teachers' Mathematical Knowledge for Teaching. The sessions focused on task design and implementation as a means of building teachers' pedagogical capacity. Findings revealed that teachers' pedagogical knowledge pertaining to…
Descriptors: Capacity Building, Curriculum Design, Curriculum Implementation, Teaching Skills
Francis, Dionne Cross; Liu, Jinqing; Eker, Ayfer; Bharaj, Pavneet K.; Lloyd, Kemol; Hong, Ji; Jeon, Mihyun – North American Chapter of the International Group for the Psychology of Mathematics Education, 2020
Along with the rapid development of technology, videorecording teachers' lessons for professional development or educational research have become commonplace. Although the benefits of the use of videorecording has been well documented, few studies have attended to teachers' affective experiences in relation to videorecording. In this study, we…
Descriptors: Mathematics Instruction, Emotional Response, Video Technology, Faculty Development
Olanoff, Dana; Feldman, Ziv; Welder, Rachael M.; Tobias, Jennifer M.; Thanheiser, Eva; Hillen, Amy F. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
Prospective teachers (PTs) need opportunities to develop fraction number sense, yet little research has explicated how this development occurs. Our research team collaboratively designed a task targeted at helping PTs develop fraction number sense through an exploration of fraction comparison strategies. This paper focuses on developing one…
Descriptors: Preservice Teachers, Fractions, Mathematical Concepts, Concept Formation
Kazemi, Elham; Drake, Corey – North American Chapter of the International Group for the Psychology of Mathematics Education, 2018
In this paper, we explore the ways in which learning more about research on students' experiences in mathematics classrooms has the potential to transform the work we do with teachers in teacher preparation, professional development, and research settings. We focus in particular on questions of student access to and participation in mathematics…
Descriptors: Student Experience, Mathematics Instruction, Equal Education, Student Participation
Askew, Mike; Abdulhamid, Lawan; Mathews, Corin – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
This paper contributes to the theory and evidence that mathematical cognition is embodied. Drawing on the practices of primary teachers in South Africa engaged in a longitudinal research and development project -- Wits Maths Connect--Primary -- we report on aspects of lessons aimed at developing number sense through whole-class teacher-learner…
Descriptors: Foreign Countries, Mathematics Teachers, Elementary School Teachers, Mathematics Instruction
Adler, Jill; Ronda, Erlina – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
We illustrate an analytic framework for teachers' mathematics discourse in instruction (MDI). MDI is built on three interacting components of a mathematics lesson: a sequence of examples and related tasks; accompanying talk; patterns of interaction. Together these illuminate what is made available to learn. MDI is grounded empirically in…
Descriptors: Mathematics Instruction, Discourse Analysis, Classroom Communication, Interaction
Jilk, Lisa M.; Crespo, Sandra – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
Research about teacher noticing of students' mathematical thinking has been an important and ongoing strand of research and practice in mathematics education. Our work extends this agenda by working collaboratively with teachers to learn together how to notice students' mathematical strengths. The lens on strengths runs counter to the prevalent…
Descriptors: Teaching Methods, Mathematical Logic, Thinking Skills, Mathematics Education
Solares Rojas, Armando; Preciado Babb, Armando Paulino; Peña, Fredy; Ortiz, Andrea; Rosas, Marisol Sandova; Velasco, Remedios Soriano; Vázquez, Vicente Carrión; Fuentes, Mauricio Farrugia – North American Chapter of the International Group for the Psychology of Mathematics Education, 2018
Throughout the years, Mathematical Modeling has gained international attention, not only in research but also in the development of curricula and its applications in the classroom. However, systematic literary surveys are scarce. In this paper, we present some findings from a survey of 485 international publications related to different aspects of…
Descriptors: Educational Trends, Mathematical Models, Periodicals, Latin Americans
Birkhead, Sara; Suh, Jennifer; Gerasimova, Daria; Seshaiyer, Padmanabhan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
The following research report documents a professional development that focused on promoting understanding of algebraic learning progressions across vertical teams of elementary and secondary teachers. Analyzing quantitative data from the pre and post MKT assessment and qualitative data from lesson reflections and final course reflections,…
Descriptors: Algebra, Elementary School Teachers, Secondary School Teachers, Faculty Development
Murawska, Jaclyn M. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
This paper reports on a portion of a research study that examined the development of 43 preservice elementary school teachers' conceptual understanding of place value, and highlights the experiences of one middle-performing preservice teacher. After participating in a research-based constructivist unit of instruction in place value, the findings…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Teachers, Pedagogical Content Knowledge
Fonger, Nicole L. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2011
To better support students' conceptual understanding of algebra in the information age, we need an improved understanding of how students interpret connections between multiple representations using CAS as a representational toolkit. This research centers on the development of an analytic framework for categorizing students' connections between…
Descriptors: Mathematics Instruction, Mathematical Concepts, Algebra, Educational Technology