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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
Shaughnessy, Meghan; Garcia, Nicole – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
This paper examines the possibilities of designing a formative assessment that gathers information about novice elementary teachers' skills with modeling content and makes sense of such information. A decomposition of the practice of modeling content was developed and used to design the assessment. Participants included ten first-year teachers who…
Descriptors: Formative Evaluation, Novices, Elementary School Teachers, Beginning Teachers
Lischka, Alyson E., Ed.; Dyer, Elizabeth B., Ed.; Jones, Ryan Seth, Ed.; Lovett, Jennifer N., Ed.; Strayer, Jeremy, Ed.; Drown, Samantha, Ed. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
These proceedings are a written record of the research presented at the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Nashville, Tennessee, and virtually. This year's conference theme is "Critical Dissonance and Resonant Harmony." The aim of this…
Descriptors: Educational Psychology, Mathematics Education, Conferences (Gatherings), Conference Papers
Lai, Yvonne; Lischka, Alyson E.; Strayer, Jeremy F. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2021
One promising approach for connecting undergraduate content coursework to secondary teaching is using teacher-created representations of practice. Using these representations effectively requires seeing teachers' use of mathematical knowledge in and for teaching (MKT). We argue that Rowland's (2013) Knowledge Quartet for MKT, in particular, the…
Descriptors: Secondary School Teachers, Mathematics Instruction, Pedagogical Content Knowledge, Geometry
Bock, Camden; Dimmel, Justin – North American Chapter of the International Group for the Psychology of Mathematics Education, 2021
This paper reports on a study of learners' use of immersive spatial diagrams to make arguments about three-dimensional geometric figures. Immersive spatial diagrams allow learners to use the movement of their bodies to control their point of view, while immersed in three-dimensional digital renderings. We present analysis of two pairs of…
Descriptors: Visual Aids, Mathematics Instruction, Geometric Concepts, Spatial Ability
Otten, Samuel, Ed.; Candela, Amber G., Ed.; de Araujo, Zandra, Ed.; Haines, Cara, Ed.; Munter, Charles, Ed. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
These proceedings are a written record of the research presented at the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in St. Louis, Missouri, November 14-17, 2019. This year's conference theme is "...against a new horizon." The papers comprise 67…
Descriptors: Mathematics Education, Mathematics Curriculum, Educational Technology, Evaluation
Silva, Juanita; Myers, Marrielle; Martinez, Ricardo; Langer-Osuna, Jennifer M.; Amidon, Joel – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
Embracing the theme of this year's meeting, we seek as a community to consider the role of expansion, displacement, and growth in mathematics education in the privileging of some and marginalizing of others. Following on the topics discussed at the Working Group between 2009- 2018, this year the focus is on balancing the need to reflect and…
Descriptors: Mathematics Education, Equal Education, Student Diversity, Mathematics Teachers
Jong, Cindy; Dueber, David; Schack, Edna O.; Fisher, Molly H.; Thomas, Jonathan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
This research report describes a study that explored the intersections of professional noticing of children's mathematical thinking (PN), pedagogical content knowledge (PCK), and affective domains with preservice elementary teachers (PSETs). An instructional module on professional noticing, as defined by Jacobs, Lamb, and Philipp (2010), included…
Descriptors: Attention, Affective Behavior, Pedagogical Content Knowledge, Mathematics Skills
Cox, Dana C.; Lo, Jane-Jane – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
As a component of a course on geometry for preservice elementary teachers (PSTs), we derive area formulas for a variety of polygons including triangles, quadrilaterals, and both regular and irregular shapes whose areas can be measured empirically using decomposition. Decomposing a circle to justify why its area can be measured using the standard…
Descriptors: Mathematics Instruction, Geometry, Preservice Teacher Education, Elementary School Teachers
Hodges, Thomas E., Ed.; Roy, George J., Ed.; Tyminski, Andrew M., Ed. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2018
These Proceedings are a written record of the research presented at the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Greenville, South Carolina, November 15-18, 2018. The theme of the conference is "Looking Back, Looking Ahead: Celebrating 40…
Descriptors: Mathematics Education, Algebra, Number Concepts, Geometry
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
Chen, Lizhen; Bofferding, Laura – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
Being able to effectively interpret students' thinking and respond effectively in the moment are important skills that preservice teachers (PSTs) need to learn. This study zooms in on 14 PSTs' planning, teaching, and reflections involved in number string lessons, and investigates to what extent PSTs anticipate their students' strategies and…
Descriptors: Preservice Teacher Education, Preservice Teachers, Number Concepts, Numbers
Herbst, Patricio; Boileau, Nicolas; Clark, Lawrence; Milewski, Amanda; Chieu, Vu Minh; Gürsel, Umut; Chazan, Daniel – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
We discuss affordances and liabilities of using a storyboard to depict a written case of a teacher's dilemma that involves race, opportunity to learn, and student community. We rely on reflections by the teacher educator who authored the written case and later depicted it as a storyboard to use it with his preservice teachers (PSTs). The analysis…
Descriptors: Inquiry, Educational Practices, Race, Educational Opportunities
Kastberg, Signe E.; Lischka, Alyson E.; Hillman, Susan L. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
At the crossroads of our prior research on prospective teachers' feedback to mathematics-learners and our mathematics teacher educator feedback practices, we study written feedback as part of relational practice. Using self-study methodology and an analysis of our narratives and conversations about written feedback, we identified factors that…
Descriptors: Mathematics Instruction, Mathematics Teachers, Teacher Educators, Feedback (Response)
Gruver, John – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
In this study, I use a systemic functional linguistics approach to examine mathematics classroom discourse with the aim of providing a plausible explanation of how students could actively participate in productive classroom discussions without adopting ways of reasoning that were accepted in the classroom community. In this way, I work in the…
Descriptors: Discourse Analysis, Thinking Skills, Classroom Communication, Numbers