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Galindo, Enrique, Ed.; Newton, Jill, Ed. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

The theme of the 39th proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) conference was "Synergy at the Crossroads: Future Directions for Theory, Research, and Practice." The metaphor of crossroads was inspired by the conference venue--the historic Indianapolis Union…

Descriptors: Conference Papers, Mathematics Education, Psychology, Interdisciplinary Approach

Cullen, Amanda L.; Cullen, Craig J.; O'Hanlon, Wendy A. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

In this report, we discuss the findings from 2 pilot studies investigating the effects of interventions designed to provide students in Grades 3-5 with opportunities to work with dynamic and static models of angles in a dynamic geometry environment. We discuss the effects of the interventions on the children's development of quantitative reasoning…

Descriptors: Elementary School Students, Logical Thinking, Geometry, Geometric Concepts

Johanning, Debra I. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

This research examined the role of the teacher in supporting students to make sense of fraction multiplication when using a problem solving approach. Using a qualitative approach, the teaching of four skillful experienced sixth-grade teachers was examined as they implemented a problem-based unit on fraction multiplication. This paper will present…

Descriptors: Fractions, Multiplication, Questioning Techniques, Mathematics Instruction

Davis, Jon D.; Choppin, Jeffrey; Drake, Corey; McDuffie, Amy Roth – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

This study examines the perceptions of the Standards for Mathematical Practice (SMPs) held by 34 middle school mathematics teachers (MSMTs) as evidenced by their interactions with seven lessons drawn from thinking device (TD) and delivery mechanism (DM) curriculum types. MSMTs' perceptions of the SMPs consistent with their wording in the Common…

Descriptors: Middle School Teachers, Mathematics Teachers, Teacher Attitudes, Common Core State Standards

Walkington, Candace – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

Algebra is an area of pressing national concern around issues of equity and access in education. Recent theories and research suggest that personalization of instruction can allow students to activate their funds of knowledge and can elicit interest in the content to be learned. This paper examines the results of a large-scale teaching experiment…

Descriptors: Algebra, Mathematics Instruction, Problem Solving, Teaching Methods

Dietiker, Leslie; Brakoniecki, Aaron; Riling, Meghan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

Students studying geometry at the secondary level are expected to read diagrams in different ways than those in elementary school. In this paper, we present an analysis of the changes in diagrammatic expectations by comparing the geometric diagrams found in Grade 1 U.S. textbooks with those in U.S. high school geometry textbooks. This work…

Descriptors: Geometry, Visual Aids, Elementary School Mathematics, Secondary School Mathematics

Singh, Rashmi; Kosko, Karl W. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

This study is focused on the structure of equivalence problem to probe the evolution from operational to relational view of students' understanding of the equals sign. We propose a modified construct map which incorporates the intermediate levels in such a transition which were previously ignored. Our findings suggest that the structure of number…

Descriptors: Mathematical Concepts, Symbols (Mathematics), Elementary School Mathematics, Numbers

Whitacre, Ian; Henning, Bonnie; Atabas, Sebnem – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

We review research literature concerning "number sense" from several related fields. Whereas other authors have pointed to difficulty defining "number sense" or to some degree of inconsistency in the literature, we argue instead that this is a case of polysemy: There are 3 different constructs that go by the same name. In this…

Descriptors: Number Concepts, Number Systems, Literature Reviews, Educational Research

McDuffie, Amy Roth; Choppin, Jeffrey; Drake, Corey; Davis, Jon; Brown, Jennifer; Borys, Zenon – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

As part of a larger study, we report findings on teachers' use of the Common Core State Standards for Mathematics (CCSSM) and teacher resources (TR) that were included with teachers' published curriculum programs. We analyzed 147 lesson planning interviews with 20 middle school teachers to understand how teachers interpreted and enacted the CCSSM…

Descriptors: Middle School Teachers, Mathematics Teachers, Common Core State Standards, Educational Resources

Tillema, Erik; Gatza, Andrew – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

Generalization has been a major focus of curriculum standards and research efforts in mathematics education. While researchers have documented many productive contexts for generalizing and the generalizations students make, less attention has been given to the processes of generalizing. Moreover, there has been less work done with high school…

Descriptors: Generalization, High School Students, Secondary School Mathematics, Interviews

Aqazade, Mahtob; Bofferding, Laura; Farmer, Sherri – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

We investigate thirty-three second and fifth-grade students' solution strategies on integer addition problems before and after analyzing contrasting cases with integer addition and participating in a lesson on integers. The students took a pretest, participated in two small group sessions and a short lesson, and took a posttest. Even though the…

Descriptors: Numbers, Grade 2, Grade 5, Addition

Stephens, Ana; Strachota, Susanne; Knuth, Eric; Blanton, Maria; Isler, Isil; Gardiner, Angela – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

This research explores the interplay between students' understandings of proportional and functional relationships. Approximately 90 students participated in an early algebra intervention in Grades 3- 5. Before the intervention and after each year of the intervention, we evaluated their understandings of proportional and functional relationships.…

Descriptors: Algebra, Early Intervention, Grade 3, Grade 4

Johnson, Kim – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

Proportional reasoning is important to the field of mathematics education because it lies at the crossroads of additive reasoning in the elementary school and multiplicative reasoning needed for more advanced mathematics. This research reports on the representations used by pre-service teachers (PSTs) as they responded to tasks involving…

Descriptors: Preservice Teacher Education, Preservice Teachers, Thinking Skills, Mathematical Logic

Bofferding, Laura; Aqazade, Mahtob; Farmer, Sherri – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

In this study, we explore thirty-two second graders' performance on integer addition problems before and after analyzing contrasting cases involving integers. The students, as part of a larger study, completed a pretest, were randomly assigned to one of three intervention groups, and participated in two small-group sessions, one short whole-class…

Descriptors: Grade 2, Elementary School Students, Addition, Numbers

Tchoshanov, Mourat; Quinones, Maria Cruz; Shakirova, Kadriya B.; Ibragimova, Elena N.; Shakirova, Liliana R. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017

The interpretive cross-case study focused on the examination of connections between teacher and student topic-specific knowledge of lower secondary mathematics. Two teachers were selected for the study using non-probability purposive sampling technique. Teachers completed the Teacher Content Knowledge Survey before teaching a topic on division of…

Descriptors: Secondary School Teachers, Pedagogical Content Knowledge, Knowledge Base for Teaching, Teacher Surveys