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Martínez-Hernández, Cesar; Kieran, Carolyn – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
This paper provides evidence on how elementary school students from a Mexican public school move from using an operational sense, expressed in computational strategies, to a kind of relational thinking based on structure sense ideas and expressed by number decomposition. Even though the results are somewhat preliminary, they illustrate how…
Descriptors: Foreign Countries, Elementary School Students, Elementary School Mathematics, Mathematics Skills
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Baker, Courtney K.; Galanti, Terrie M.; Bitto, Laura; Wills, Theresa; Eatmon, Cassandra Cook – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
This research report will discuss mathematics specialists and the way in which they communicate ideas of equity and social justice within a master's program that leads to a state endorsement in mathematics education leadership. Many mathematics specialist programs focus on developing their mathematical content knowledge for teaching, but these…
Descriptors: Equal Education, Social Justice, Online Courses, Mathematics Instruction
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Gonzalez, Dario A. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
I discuss how three preservice mathematics teachers' (PSTs') covariational reasoning supported the mathematization of a simple energy balance model (EBM) for global warming, and how such mathematization shaped PSTs' understanding of the link CO2 pollution and global warming. I use Thompson & Carlson's (2017) levels of covariational reasoning…
Descriptors: Preservice Teachers, Mathematics Teachers, Mathematical Logic, Climate
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Byun, Sunghwan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
In mathematics classrooms, teachers are often the authority as a knower of mathematics. To support students to develop their identity as doers of mathematics, teachers need to decenter the authority and to place students in a more powerful position as autonomous thinkers. Building on the work of Herbel-Eisenmann and colleagues (2013), this paper…
Descriptors: Mathematics Education, Student Centered Learning, Mathematics Teachers, Teacher Student Relationship
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Sorto, M. Alejandra; Melhuish, Kathleen; Thanheiser, Eva; Zied, Katty; Koehne, Christina; Sugimoto, Amanda; Pham, Autum; Han, Simon Byeonguk; Strickland, Sharon – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
In response to the call for research on integrating best general practices in teaching with those that promote equity and access, we present a two-part study focused on instructional strategies that may remove learning barriers for English Language Learners. We theoretical developed and empirically explored supplemental components for traditional…
Descriptors: Mathematics Instruction, Educational Quality, English Language Learners, Teaching Methods
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Yeo, Sheunghyun; Webel, Corey – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
This study examines how elementary preservice teachers notice children's mathematical thinking and how this noticing influences the evaluation of technological resources. In particular, we explore the aspects of thinking to which preservice teachers attend and how they interpret evidence about children's thinking when using the Spatial-Temporal…
Descriptors: Preservice Teachers, Classroom Techniques, Perception, Elementary School Teachers
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Sullivan, Patrick – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
Current reform efforts challenge teachers to create more student-centered classrooms focused on high quality classroom discourse (NCTM, 2014). There are difficulties, however, teachers face in bringing this vision to fruition. Over the past three years, we have worked with a group of 7-12 teachers supporting their efforts to implement high quality…
Descriptors: Teaching Methods, Student Centered Learning, Classroom Communication, Mathematics Instruction
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Zwanch, Karen – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
The number sequences describe a hierarchy of students' concepts of number. This research uses two defining cognitive structures of the number sequences--units coordination and the splitting operation--to model middle-grades students' abilities to write linear equations representing the multiplicative relationship between two unknowns. Results…
Descriptors: Middle School Students, Mathematics Instruction, Algebra, Thinking Skills
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Krause, Gladys; Adams-Corral, Melissa; Maldonado, Luz A. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
In this study we document how a mathematical idea, shared by a student, changes the development of the class discussion. Our work characterizes the flexible and open dynamics in mathematics instruction that a teacher adopts to give her students control of their own mathematical ideas. Our work argues that this flexibility is necessary for teachers…
Descriptors: Bilingual Education, Classroom Communication, Mathematics Instruction, Teaching Methods
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Milewski, Amanda; Bardelli, Emanuele; Herbst, Pat – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
Technology-mediated simulations of teaching practice are becoming a more common way to introduce teachers to the dilemmas of teaching during professional development. In this paper, we show that the inclusion of markers of student emotions in cartoon-based scenarios of teaching changes teachers' appropriateness rating of the actions that the…
Descriptors: Psychological Patterns, Computer Simulation, Professional Development, Vignettes
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Ion, Michael; Herbst, Patricio; Margolis, Claudine; Milewski, Amanda; Ko, Inah – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
This paper reports on an ongoing project aimed at developing an inter-institutional system of professional support for the improvement of the Geometry for Teachers (GeT) courses that mathematics departments teach to preservice secondary teachers. In alignment with the literature on improvement science (see Bryk et al., 2015; Lewis, 2015), it is…
Descriptors: Geometry, Preservice Teachers, Preservice Teacher Education, High School Teachers
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Sherman, Milan F.; Meagher, Michael S.; Lovett, Jennifer; McCulloch, Allison – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
Functions form a central part of the U.S. mathematics curriculum especially at the high school level. There is a considerable body of research showing that students at all levels, including preservice secondary mathematics teachers, have difficulties with the definition of function as a correspondence between two sets with a univalence condition.…
Descriptors: Preservice Teachers, Definitions, Mathematical Concepts, Secondary School Mathematics
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Scott, Mallika – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
This paper examines a social design-based approach to supporting beginning elementary school teachers toward ambitious and equitable mathematics teaching. First-year teachers were enlisted as co-designers of a learning community aimed at supporting participants to build classroom math communities that leverage students' diverse mathematical…
Descriptors: Beginning Teachers, Elementary School Teachers, Mathematics Instruction, Communities of Practice
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Frank, Toya Jones; View, Jenice L.; Powell, Marvin; Lee, Christina; Williams, Asia – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
We used a mixed method research design to address the complexity of interrogating issues related to retention of Black mathematics teachers. The research design includes oral history interviews with retired Black mathematics teachers and large-scale survey data collected and analyzed from a Critical Race Quantitative Intersectionality approach. It…
Descriptors: Mathematics Teachers, Teacher Persistence, African American Teachers, Oral History
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Howell, Heather; Lai, Yvonne; Lee, Carrie – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
This working group addresses the challenge and opportunity presented by the use of simulations of teaching practice as an educative tool for preservice and practicing teachers. We focus particularly on the development of teachers' skills in enacting the content-intensive work of teaching, including how simulations may be able to cultivate or…
Descriptors: Simulation, Mathematics Education, Pedagogical Content Knowledge, Professional Development
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