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Reinke, Luke T.; Register, Jordan T.; Stephan, Michelle – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

Designers of critical mathematics instruction have documented difficulties in simultaneously fostering the development of critical consciousness while supporting students in developing understandings of new mathematics. However, confining justice-oriented tasks to applications of previously learned mathematics limits the degree to which these…

Descriptors: Instructional Design, Mathematics Instruction, Ethics, Critical Thinking

Suh, Jennifer M.; Wills, Theresa; Kirschner, Sara; Wearly, Alayna; Vora, Maureen E.; Roscioli, Kate – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

This research report describes a Learning Trajectory-based Curricular Design project that engaged teachers and coaches in the design and implementation process. As the project team, we focused on deepening teacher designers' understanding of the learning trajectory (LT) while situating student learning along a continuum to advance student…

Descriptors: Teaching Methods, Learning Trajectories, Curriculum Design, Curriculum Implementation

Naresh, Nirmala; Eddy, Colleen M.; Morton, Karisma – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

We are three mathematics teacher educators (MTEs) at a Hispanic serving institution that predominantly teach mathematics education courses for elementary and secondary teacher candidates (TCs). In this paper, we present findings from a collaborative self-study in which we used dimensions of the Rehumanizing Mathematics (RM) framework (Gutiérrez,…

Descriptors: Mathematics Teachers, Teacher Educators, Reflection, Equal Education

Willey, Craig; Magee, Paula A. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

There is a clear need for an operational framework that captures the difficulty of implementing culturally relevant pedagogy (CRP) and supports teachers to imagine new forms of pedagogy. In this report, we present the Iceberg of Culturally Relevant Mathematics and Science Pedagogy (CRMSP), a tool, grounded in the tenets of CRP, that delineates…

Descriptors: Culturally Relevant Education, Mathematics Instruction, Science Instruction, Urban Universities

Brunner, Megan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

This systematic review aims to identify the Discourses (Gee, 2000) invoked regarding justice in PK-12 mathematics education literature, linking visions and practice. The three Discourses of Justice presented in this manuscript draw upon different visions of justice, where the differences arise through the proposed locus of change -- the individual…

Descriptors: Preschool Education, Kindergarten, Elementary Secondary Education, Mathematics Education

Son, Ji-Won; Jo, Seungjung; Wallace, Samantha; Obielodan, Florence F. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

The purpose of this study is to examine how proportional reasoning is introduced and developed in two widely used U.S. and Korean mathematics textbooks for grades 6-7. Seven research-based frameworks that identify student learning opportunities for understanding of proportional reasoning were used to analyze the textbooks. The results showed that…

Descriptors: Foreign Countries, Mathematical Concepts, Mathematical Logic, Mathematics Education

Huffman, Amanda; Dietiker, Leslie; Richman, Andrew – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

By highlighting the curriculum modifications that lead to maintaining, or enhancing, the mathematical quality of an algebra lesson introducing the substitution method for solving systems of equations from an algebra textbook, we present an analysis of how a teacher and her students impact how the mathematical ideas unfold across the lesson and how…

Descriptors: Curriculum Development, Mathematics Education, Algebra, Lesson Plans

Stack, Kamie K.; Baldinger, Erin E. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

The process of assessing students is a fundamental part of teaching and learning mathematics. The assessment practices a teacher chooses are shaped by their values while also being shaped by the context of the school, district, state, and country where the teaching takes place. This can result in gaps between teachers' values and practices. In…

Descriptors: Evaluation Methods, Student Evaluation, Teacher Attitudes, Mathematics Teachers

Gibbons, Alanna; Lyublinskaya, Irina – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

Existing studies have defined and assessed disciplinary literacy, mathematical literacy, and general academic language. However, there is a need to define and assess mathematics discipline-specific language (MDL), particularly for elementary school teachers. Therefore, the purpose of this study was to develop a research instrument to assess the…

Descriptors: Mathematics Instruction, Mathematics Skills, Academic Language, Elementary School Students

Nuñez-Gutierrez, Karina; Cabañas-Sánchez, Guadalupe – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

The objective of this article is to describe types of mathematical reasoning evidenced by a middle school mathematics teacher, when answering two generalization questions in a figural pattern generalization task, related to quadratic sequences. Reasoning is delimited from teacher's arguments, reconstructed from a theoretical-methodological…

Descriptors: Mathematics Skills, Mathematics Instruction, Middle School Teachers, Mathematics Teachers

Zolfaghari, Maryam; Kosko, Karl W.; Austin, Christine K. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

This study presents an extension of the validity argument for the PCK-Fractions measure. PCK-Fractions is designed to assess the effectiveness of professional experiences in facilitating teachers' pedagogical content knowledge (PCK) for children's fraction reasoning in grades 3-5. We examined data across 101 participants from two Midwest…

Descriptors: Fractions, Mathematics Instruction, Pedagogical Content Knowledge, Validity

Castellón, Libni B.; Kitchen, Richard; Matute, Karla – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

This paper focuses on Emergent bilinguals (EBs) who traditionally face unequal opportunities to learn mathematics, harming their identities. The purpose of this paper is to illustrate how a fifth grade teacher cultivated the development of her EBs' mathematical identities by giving them opportunities to participate in cognitively demanding…

Descriptors: Equal Education, Teaching Methods, Bilingualism, Mathematics Education

Alyami, Hanan; Bryan, Lynn – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

Integrated science, technology, engineering, and mathematics (iSTEM) education allow learners to utilize multiple disciplinary perspectives. However, the discipline of mathematics remains underrepresented in iSTEM curriculum. To explore the nature of mathematical thinking with an iSTEM curricular approach that emphasizes mathematics, we…

Descriptors: Preservice Teachers, Mathematics Teachers, Mathematics Instruction, Light

Barno, Erin; Dietiker, Leslie – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

This paper explores how a professional learning community (PLC) redesigns high school mathematics lessons towards a shared commitment. We describe the nature of a PLC's collective curricular vision to illuminate how teachers can come to new understandings as a group in order to shift the ways students experience mathematics. Using the curricular…

Descriptors: Mathematics Instruction, Mathematics Teachers, Communities of Practice, Decision Making

Warburton, Trevor T. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022

This study seeks to demonstrate how knowledge and authority are linked for preservice mathematic teachers and how this link may pose a challenge for teaching mathematics for social justice. A CDA of multiple preservice class discussions is presented. [For the complete proceedings, see ED630210.]

Descriptors: Knowledge Level, Power Structure, Social Justice, Preservice Teachers