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THE NATION’S PREMIER MATH EDUCATION RESEARCH EVENT

www.nctm.org/researchconf

Program Book

4359-B nctm_ResearchConf2014_ProgramFINAL_Layout 1 2/6/14 1:15 PM

http://www.nctm.org/researchconf

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Research Presession Planning Committee

NCTM Research CommitteeKaren F. Hollebrands, Chair (2011–2014)North Carolina State UniversityRobert Q. Berry, Board Liaison (2011–2014)University of VirginiaKathryn B. Chval (2012–2015)University of Missouri Cliff Konold (2012–2015)University of Massachusetts Amherst

Michelle Stephan (2013–2016)University of North Carolina at CharlotteErica Walker (2011–2014)Teachers College, Columbia UniversityJeffrey Wanko (2013–2016)Miami UniversityMichael Fish, Staff Liaison (2013)NCTM

Maria Blanton, Co-Chair (2012–2014)TERCPaola Sztajn, Co-Chair (2013–2015)North Carolina State UniversityShuhua An, Treasurer (2012–2014)California State University,Long Beach Erin Turner, Communications (2013–2015)University of Arizona

Kristen Bieda, Electronics (2013–2015)Michigan State UniversityDenise Spangler, Awards (2012–2014)University of GeorgiaVanessa Pitts Bannister, Events (2013–2015)University of South Florida

AERA–SIG/RME Executive Board

• The Research Conference will be held at the Ernest N. Morial Convention Center in New Orleans.

• Registration will be held in Lobby A. Registration is required for attendance, and badges must be worn for all sessions.

o Monday, 4:00 p.m.–7:00 p.m. o Tuesday, 7:30 a.m.–3:00 p.m.

• On Wednesday, the Research Conference is open to all registered attendees of the NCTM Annual Meeting and the NCSM Annual Conference. Badges from these conferences will be required for attendance for all sessions on Wednesday.

• A light reception will be held on Monday evening in Room 220/221/222 from 8:30 p.m. to 10:00 p.m. following the opening session at 7:00 p.m. in Room 208/209/210.

• Two sets of Research Posters Sessions will take place in Room 217/218 o 5:45 p.m.–6:45 p.m. on Monday o 5:00 p.m.–6:00 p.m. on Tuesday

• The Call for Papers for the 2015 NCTM Research Conference, April 13–15, Boston, MA, will be available online by mid-June, 2014.

• The NCTM Bookstore will be open on Wednesday 10:00 a.m.–7:00 p.m. in the Exhibit Hall.

• This year the program committee has added brief research reports to the program. These sessions are 30 minutes in duration. The presentation is shared during the first 20 minutes and followed by 10 minutes of questions and audience participation.

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The publications and programs of the National Council of Teachers of Mathematics present a variety of viewpoints. The views expressed or implied in this publication, unless otherwise noted, should not be interpreted as official positions of the Council. Reference to particular commercial products by a speaker should not be construed as an NCTM endorsement of said products(s). NCTM reserves the right to change speakers, change facilities, or modify program content.

Announcements

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Opening Session

Arthur Levine

The Coming Transformation of American Education: Implications for Mathematics EducationMonday, April 7th, 7:00 p.m.–8:15 p.m.

Room 208/209/210

Pursuing and Utilizing the NSF CAREER AwardTuesday, April 8th, 8:30 a.m.–9:45 a.m.

Room 211

Best Practices from Mathematics Education and Special Education ResearchTuesday, April 8th, 10:00 a.m.–11:15 a.m.

Room 216

The NCTM Research Conference: A Brief History and Future DirectionsTuesday, April 8th, 10:00 a.m.–11:15 a.m.

Room 220/221/222

The Algebra Project: Working for Quality Math Education for StudentsTuesday, April 8th, 10:00 a.m.–11:15 a.m.

Room 208/209/210

Successful Calculus Programs: Two-Year Colleges to Research UniversitiesTuesday, April 8th, 1:15 p.m.–2:30 p.m.

Room 219

Writing and Responding to ReviewsTuesday, April 8th, 1:15 p.m.–2:30 p.m.

Room 216

Graduate Student, Junior Faculty, and Researcher Mentoring SessionTuesday, April 8th, 3:30 p.m.–4:45 p.m.

Room 220/221/222

Reasoning and Sense Making with Technology in Middle SchoolTuesday, April 8th, 3:30 p.m.–4:45 p.m.

Room 219

The Smarter Balanced Assessment Consortium Mathematics Reasoning ProjectTuesday, April 8th, 3:30 p.m.–4:45 p.m.

Room 216

Building Research Communities in Mathematics EducationWednesday, April 9th, 8:30 a.m.–9:45 a.m.

Room 219

Perspectives on Linking Research and Practice: Thoughts from the FieldWednesday, April 9th, 8:30 a.m.–9:45 a.m.

Room 220/221/222

Plenary Session

Philip Uri Treisman

A Practical Theory of Productive Persistence in Mathematics EducationWednesday, April 9th, 10:00 a.m.–11:15 a.m.

Room 208/209/210

How Should the Enacted Mathematics Curriculum be Conceptualized and Studied?Wednesday, April 9th, 1:15 p.m.–2:30 p.m.

Room 219

Writing Research for Teachers: Putting Results Into PracticeWednesday, April 9th, 1:15 p.m.–2:30 p.m.

Room 216

Mathematics Teacher Educator: Information for Potential AuthorsWednesday, April 9th, 1:15 p.m.–2:30 p.m.

Room 220/221/222

Invited Sessions

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Welcome!OnbehalfofResearchCommitteeoftheNationalCouncilofTeachersofMathematics(NCTM)andtheSpecialInter-estGroup/ResearchinMathematicsEducationoftheAmericanEducationalResearchAssociation,wewelcomeyoutoNCTM’sResearchConference.TheResearchConferenceservesmultiplepurposes.First,itbringsresearcherstogetherannuallytoexamineanddiscusscurrentissuesinmathematicseducation.Second,itisanopportunityforresearcherstoreceivefeedbackontheirworkandtobenefitfromexposuretoalternativepointsofview.Third,itaffordsbeginningschol-arsopportunitiestointeractandnetworkwithexperiencedresearchersinthefield.Finally,itisanopportunitytocapitalizeonthecollectivewisdomavailablewhenresearchersandpractitionerscometogethertodiscussmathematicseducationandresearch.

WewouldliketothankthemembersofNCTM’sResearchCommittee,membersoftheexecutiveboardfortheSIG/RME,andmembersoftheresearchcommunitywhoservedasreviewers.Yourworkisgreatlyvaluedandappreciated.Moreover,wewouldliketothankthestaffatNCTMforhelpinguswiththelogisticsoftheconference,registration,printingthepro-gram,andsoon.Also,wewouldliketothankallthepresentersforagreeingtoparticipate.Finally,wewouldliketothankeveryoneinattendance,andwehopethatyouwillfindtheconferencehelpfultoyouinanumberofways.

Sincerely,KarenHollebrands,NCTMResearchCommittee,Chair

MariaBlanton,AERASIG/RMECo-Chair

PaolaSztajnAERASIG/RMECo-Chair

MichaelFishNCTMResearchCommittee,StaffLiaison

Opening Session—Monday, 7:00 p.m.TheComingTransformationofAmericanEducation:ImplicationsforMathematicsEducation

Arthur LevineWoodrow Wilson National Fellowship Foundation, Princeton, New Jersey

Room208/209/210 SeeSession#22.1forfulldetails.

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Notes

www.nctm.org/confapp

Amanda Nokes 7:01 pm

It’s a full crowd at the Opening Session today. I’m ready to start networking. 7:01 pm April 7, 2014

Now available on Google Play and the Apple App Store. Use the Conference App to:

• View the full agenda

• Keep your finger on the pulse of the conference

• Find trending sessions and topics

• Connect with attendees, view photos and comments.

Introducing the New NCTM Conference App!


http://www.nctm.org/confapp

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Foryoursafetyandbecauseoffireregulations,onlythosewithseatswillbeallowedinmeetingrooms.Tocomplywithfirecodes,wewillhavetoaskanypersonssittingonthefloororstandingtoleavetheroom.

Pleaseremember:

• Allmeetingroomswillbeclearedbetweenpresentations.

• Allseatsareavailableonafirst-come,first-servedbasis.

• Reservingspacesinlineorsavingseatsisnotpermitted.

• Asacourtesytothespeakerandyourcolleagues,pleaseturnoffyourcellphoneduringallpresentations.

Monday, April 7th5:45 p.m.–6:45 p.m.

1Adopting a Linguistic Approach in the Mathematics ClassroomPoster SessionThispaperreportsonastudyundertakentodeveloplanguage-basedstrategiesforuseinthemathematicsclassroomthatfacilitatecognitiveprocessingandimprovemathematicalunderstanding,anditexaminesthelinkwithelaborated,extendedlearningconversations.AnoutcomeofthestudywasidentificationofMathematicalLinguisticPedagogy.

Lynette McClellanNortham Senior High School, Australia

Room 217/218

2A Linkage among Cognitive Skills in School Mathematics and SciencePoster SessionThisstudyinvestigatescorrelationsamongcognitiveskillsinmathematicsandscience(knowing,applying,andreasoning).Findingsfromthisstudywillenhanceourunderstandingonlinkageamongcognitiveskillscommonlyusedinmathematicsandsciences,andthestudycouldbeabasisforfurtherresearchinteachingandlearningofSTEM.

Kyong Mi ChoiUniversity of Iowa, Iowa CityJessica Lynn JensenUniversity of Iowa, Iowa CityBrian HandUniversity of Iowa, Iowa City

Room 217/218

3Challenging Teachers’ Perceptions of Mathematical SmartnessPoster SessionThroughthetheoreticallensof“smartness,”thisethnographicstudydescribeshowoneteacherperceivedwhatitmeansforastudenttobe

smartinmathematicsandhowperceptionschangedthroughteacher/studentlearningtrajectory-basedclinicalinterviews.Resultsindicatethatperceptionscanbequestionedandrefinedtoimpactinstruction.

Megan H. WickstromIllinois State University, Normal

Room 217/218

4Children’s Pairing Schemes in Combinatorial ReasoningPoster SessionThroughtheconstructivistteachingexperiment,thedevelopmentofchildren’spairingschemestowardtheconstructionofthemultiplicativeprinciplewasinvestigatedbasedontheirunits-coordinatingactivitiesandlevelsofunits-coordination.Factorscontributingtotheemergenceofdifferentschemeswereidentifiedanddiscussed.

Ronnachai PanapoiThe Institute for the Promotion of Teaching Science and Technology, Bangkok, Thailand

Room 217/218

5Describing vs. Deducing: Characterizing Teachers’ Analysis of Student WorkPoster SessionWewillreportonourworkanalyzingandcharacterizingthewaysteachersindividuallyandcollectivelyconstructthetaskofexaminingstudentthinking.Theconversationsthatweregeneratedbythisactivitywillserveasastartingpointforconceptualizingprofessionaldevelopmentfocusedonplacingstudentthinkingatthecenterofinstruction.

Valerie KleinThe Math Forum @ Drexel, Philadelphia, PennsylvaniaJason SilvermanDrexel University School of Education, Philadelphia, PennsylvaniaCheryl FricchioneDrexel University School of Education, Philadelphia, Pennsylvania

Room 217/218

Monday, April 7th

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5:45 p.m.–6:45 p.m.

6Framework of Social Justice Approaches to Mathematics EducationPoster SessionIprovideaframeworkbywhichtoevaluateandbetterunderstandsimilaritiesanddifferencesinvariousapproachestosocialjusticemathematics.Thepurposeofthisframeworkistoaidresearchersandpractitionersincreatingacommonwaytoanalyzethesevariousapproachesusingacommonsetofcriteria.

Trevor T. WarburtonUniversity of Utah, Salt Lake City

Room 217/218

7Identity, Remediation, and Urban Mathematics Education: A Follow-Up StudyPoster SessionThesubjectofthispresentationisafollow-upstudyinwhichfirst-yearundergraduates’mathematicslearningexperiencesarethecentralanalyticfocus—specifically,theirmathematicsidentities.Thepurposeofthestudyistoshedlightonmathematicssocializationinnon-credit-bearingremedialmathematicscourses.

Gregory V. LarnellUniversity of Illinois at Chicago

Room 217/218

8“It’s Negative”: Preconceptions of Integer Products and QuotientsPoster SessionThissessionsharesfifth-gradestudents’preconceptionsandintelligentovergeneralizationsofnegativenumberproductsandquotients.Implicationsforteaching,curriculum,assessment,andresearchduetothewaysstudentstransferredideasfromothermathematicalknowledgetonegativenumberswillbediscussed.

Julie A. Nurnberger-HaagMichigan State University, East Lansing

Room 217/218

9“Measurement Club”: Helping to Fill an Educational GapPoster SessionA“MeasurementClub”focusingoninformalexperiencesandexplorationwithmeasurementwasimplementedafterthesecondgradersinourlongitudinalstudydemonstrateddifficultylearningmoreadvancedconceptsorregressedfromlevelsofthinkingpreviouslydemonstrated.Resultsonchildren’smeasurementunderstandingwillbepresented.

Douglas W. Van DineUniversity of Denver, ColoradoDouglas H. ClementsUniversity of Denver, ColoradoJulie SaramaUniversity of Denver, Colorado

Room 217/218

10Middle School Teachers’ Knowledge for Teaching Solids of RevolutionPoster SessionWeinvestigateteachers’mathematicalknowledgeforteaching(MKT)solidsofrevolutioninthemiddlegrades.Weusedatafromfourfocusgroupsessionswithpre-andin-serviceteacherswhodiscussedaseriesofanimatedvignettes.ThevignettesprovokedparticipantstodrawupondifferentcomponentsoftheirMKTforscaffoldingstudents’work.

Jennifer A. EliUniversity of Arizona, TucsonGloriana GonzalezUniversity of Illinois at Urbana-Champaign, Champaign

Room 217/218, Capacity: 400

11Persistent and Problematic Errors in Algebra IPoster SessionStudentworkinfouralgebra1topicsisanalyzedtoexaminethetypesoferrorsmadeduringproblem-solvingpractice.Commonerrorswithintopicsandpersistenterrorsacrosstopicsareidentified.Therelationbetweenmakingtheseerrorsduringtheschoolyearandpoorperformanceonend-of-yearstandardizedtestitemsisexamined.

Julie L. BoothTemple University, Philadelphia, PennsylvaniaFrancie EyerStrategic Education Research Partnership Institute, Washington, D.C.E. Juliana Paré-BlagoevStrategic Education Research Partnership Institute, Washington, D.C.

Room 217/218

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5:45 p.m.–6:45 p.m.

12Preparing Mathematics Teachers: Does edTPA Assess for Culturally Relevant Pedagogy?Poster SessionThissessionwillsharetheresultsofastudythatexplorestheextenttowhichthefifteenSecondaryMathematicsedTPArubricsassessforelementsofculturallyrelevantpedagogy.ResultsindicatethattheedTPAassessmentshowspromiseinevaluatingmathematicsteachercandidates’preparednesstoservetheneedsofdiversestudentpopulations.

Matt GriffinUniversity of Maryland, College ParkMaria HylerUniversity of Maryland, College ParkRoderick CareyUniversity of Maryland, College Park

Room 217/218

13Preservice Teachers’ Perceptions on the Interaction between Assessment and Engagement Poster SessionThisstudylookedatthreepreservicemathteachers’perceptionsoftheinteractionbetweenengagementandassessmentduringaneight-daysummerworkshop.Afterdescriptiveanalysisofthedata,preliminaryfindingsshowthatquestioningtechniquesandteacherfeedbackaretopicsthatpreserviceteachersrelatetobothengagementandassessment.

Anneliese E HainesRutgers University, Newark, New JerseyLina Sanchez LealRutgers University, Newark, New Jersey

Room 217/218

14Preservice Teachers’ Responding Based on Children’s Mathematical UnderstandingPoster SessionDuringthisposterpresentation,Iwillexposeanddiscussthebackground,resultsandimplicationsofastudydesignedtoexaminethepreserviceteachers’capacitytoattendtochildren’sstrategiesinterpretandrespondbasedonchildren’smathematicalunderstandinginthecontextofscaffoldedactivitiesastheyprogressintheirmathematicsmethodscourse.

Mary Njeri GichobiIowa State University, Ames

Room 217/218

15Problems That Prospective Mathematics Teachers Had While Using Cabri 3D Poster SessionInthecurrentstudy,weidentifiedprospectivemathematicsteachers’problemsduringtheirusesofCabri3Dtosolveminimizationproblemscontextualizedinthree-dimensionalgeometry.

Samet OkumuşNorth Carolina State University, RaleighKaren HollebrandsNorth Carolina State University, Cary

Room 217/218

16Survey of Mathematics Education Technology Dissertation Scope and Quality: 1968–2009Poster SessionWeexamined480dissertationsontheuseoftechnologyinmathematicseducationanddevelopedaQualityFramework(QF)thatprovidedstructuretoconsistentlydefineandmeasurequality.Dissertationstudiesearnedanaverageof64.4percentofthepossiblequalitypointsacrossallmethodologytypescomparedtostudiesinjournalsthataveraged47.2percent.

Robert N. RonauUniversity of Louisville, KentuckyDavid PugaleeUniversity of North Carolina at Charlotte

Room 217/218, Capacity: 400

17Teacher Learning of Learning Trajectories in Professional DevelopmentPoster SessionOurresearchinvestigatesteachers’learningofmathematicslearningtrajectoriesandstudent-centeredinstructionalpracticesinaprofessionaldevelopmentsetting.Ourposterwillsharefindingsofthewayselementarygradesteachers’knowledgedevelopedduringtheprofessionaldevelopmentandreportaconjecturedprogressionofteacherlearning.

P. Holt WilsonUniversity of North Carolina at GreensboroPaola SztajnNorth Carolina State University, RaleighJared WebbUniversity of North Carolina at Greensboro

Room 217/218

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5:45 p.m.–6:45 p.m.

18Test Item Analysis and Modification: Implications of Teachers’ PerceptionsPoster SessionThissessionwillpresentqualitativeanalysisofteachers’perceptionsofthevalueofstructuredtestitemanalysis.Analysisofthenatureandqualityoftheirmodificationsofitemswillalsobepresented,alongwithadiscussionofimplicationsforpre-andin-serviceteacherdevelopment.

Patricia D. HunsaderUniversity of South Florida, Sarasota-ManateeBarbara ZorinUniversity of South Florida, St. PetersburgDenisse R. ThompsonUniversity of South Florida, Tampa

Room 217/218

19The Impact of Stereotype Threat on Adolescent Female Math StudentsPoster SessionThisstudyfoundeffectsofstereotypethreatonadolescents’mathperformanceandattitudes.Implicitintelligencetheoriesmoderatedeffectssuchthatgirlswithanentityviewofintelligencehadalargerdifferencebetweenperformanceintheexperimentalversuscontrolgroupcomparedtogirlswithanincrementalviewofintelligence.

Patricia HaleCalifornia State Polytechnic University, PomonaBettina CasadUniversity of Missouri–St. Louis

Room 217/218

20The Journey of Preservice Teachers Creating Culturally Responsive Mathematics LessonsPoster SessionThisstudyexploresthecreationofculturallyresponsivemathematicslessons.Theresearcherinvestigatedtheprocessusinglessonplans,studentreflections,criticalfeedbackfrompeers,andpeerevaluationofthelessons.Findingsprovideunderstandingstoassistteachereducatorstopromotecreatingculturallyresponsivemathematicslessons.

Rhonda L. WilliamsUniversity of Florida, Gainesville

Room 217/218

21The Problem of Transition from School to University MathematicsPoster SessionAsurveyamongpreserviceteachersinGermanyshowsthatthe

transitionfromschooltouniversitymathematicsisexperiencedinthecontextofamajorrevolutionregardingtheirviewsaboutthenatureofmathematics.Motivatedbythesurvey,theauthorpresentsaconceptforanundergraduatecoursehelpingtobridgethegap.

Ingo WitzkeUniversity of Cologne, Germany

Room 217/218

22Tracking Math Teacher Trajectories: Initial Results of a Longitudinal StudyPoster SessionInitialfindingsofalongitudinalstudyofmathematicsteacherrecruitmentandretentioneffortsatoneuniversityshowteachersinthealternativecertificationpathwayweremorelikelytoswitchschoolsthantraditionalentrants.Overallpersistencewassimilarforthetwogroups.Possibleexplanationsandimplicationsarediscussed.

William C. ZahnerBoston University, MassachusettsRobert AfonsoBoston University, Massachusetts

Room 217/218

7:00 p.m.–8:15 p.m.

22.1The Coming Transformation of American Education: Implications for Mathematics EducationOpening SessionSixpowerfulforceshavethecapacitytotransformAmericaneducation-demographics,theeconomy,government,technologyandlearningresearch,privatizationandconvergenceofknowledgeproducers.Thissessiondiscussesthenatureofthechangesoccurringandtheirpotentialconsequencesforeducation,specificallymatheducation.

Arthur LevineWoodrow Wilson National Fellowship Foundation, Princeton, New Jersey

Room 208/209/210

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8:30 a.m.–9:45 a.m.

23A New Classroom Observation Instrument for Assessing K–16 Mathematics ClassroomsDiscussion SessionThissessionwilldescribethedevelopmentofanewobservationinstrumentthatismathematics-specific,spansK–16mathematics,offersimprovedvalidityandreliability,andencompassestheStandardsforMathematicalPractice.Theinstrumentmaybehelpfulforeducators/researchersengagedinclassroomevaluationsofK–16mathematicsteaching.

Jim GleasonUniversity of Alabama, TuscaloosaTracy L. WestonUniversity of Alabama, TuscaloosaStefanie D. LiversUniversity of Alabama, TuscaloosaJeremy ZelkowskiUniversity of Alabama, Tuscaloosa

Room 219

8:30 a.m.–9:45 a.m.

24Connecting Data and Chance through ModelingResearch SymposiumThreeprojectspresentworkonusingmodelingtounderstandand/orfacilitatelearningofcoreideasindataandchanceinstudentsrangingfrommiddleschoolthroughuniversity.Inthiscontext,modelinginvolvescreatingsimplifiedversionsofreal-worldprocessesandusingthemtostudyordrawinferencesaboutthetargetprocesses.

Cliff KonoldUniversity of Massachusetts AmherstRichard LehrerVanderbilt University, Nashville, TennesseeRobert DelMasUniversity of Minnesota, MinneapolisDiscussant: Patrick W. ThompsonArizona State University, Tempe

Room 214

25Developing a Theory of Mathematical Knowledge for Equitable TeachingDiscussion SessionThispresentationdescribeseffortstodesignamathmethodscoursethatenablesmathematicsteacherstoidentify,andlaterdesignandenact,equitableteachingpractices,anditdetailsthedevelopmentoftheinstrument(MathematicalQualityandEquityvideocodes)usedastheframeworkforthiswork.

Imani GoffneyUniversity of Houston, TexasJennifer ChauvotUniversity of Houston, Texas

Room 207

26Elaborations on the Construction of Quantitative and Algebraic ReasoningResearch SymposiumQuantitativereasoning(QR)cansupportstudents’constructionofrichmathematicalmeaningsandserveasafoundationforalgebraicreasoning(AR).Yetstudentsatdifferentlevelsofsophisticationreasonwithquantitiesinsignificantlydifferentways.Thissessionexploreshowschoolmathematicscanbeorganizedtosupportstudents’QRandAR.

Hwa Young LeeUniversity of Georgia, AthensAmy J. HackenbergUniversity of Indiana, BloomingtonAmy EllisUniversity of Wisconsin–MadisonDavid R. Liss IIUniversity of Georgia, AthensDiscussant: Heather Lynn JohnsonUniversity of Colorado Denver

Room 208/209/210

Tuesday, April 8th

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8:30 a.m.–9:45 a.m.

27Interactive Paper Session

Presider: Robert Q. BerryUniversity of Virginia, Charlottesville

Children’s Mathematics Interactions with Virtual Manipulatives on iPads Thepurposeofthisprojectwastobuildtheoryandknowledgeaboutthenatureofyoungchildren’sthinkingandinteractingwithtouch-screenmathematicsappsontheiPad.Resultsofchildren’smathematicalinteractionswillbediscussedintermsoflearningprogressions,timetomastery,accuracy/speedratios,children’sstrategies,andrepresentationuse.

Patricia S. Moyer-Packenham Utah State University, LoganJessica F. Shumway Utah State University, LoganStephen I. Tucker Utah State University, LoganJennifer Boyer-Thurgood Utah State University, LoganJessica Hunt Utah State University, LoganArla Westenskow Utah State University, LoganEmma Bullock Utah State University, Logan

From Research to Practice: Measuring Length in First Grade AspartofaNSF-fundedstudyonlearningtrajectories(LTs),weconductedaclassroomteachingexperimentonlengthmeasureinafirst-gradeclassroom.Wepresentmultipleanalyses,including(a)findingssupportingtheLT,butalsosuggestingrevisionsofitsinstruction;and(b)challengesinbridgingfromresearchintopractice.

Douglas H. Clements University of Denver, Colorado Douglas W. Van Dine University of Denver, Colorado

The Messy Practice of Assessment in Pre-K Mathematics Inthissessionweopenadiscussionaboutissuesthatariseusingclinicalinterviewstoassessyoungchildren’smathematicalskills.Wesharebackgroundonthecurrentclimatedrivingincreasedmathematicsassessmentintheearlyyearsanddatatopromotediscussionaboutwhatwecanlearn,butnotassume,fromclinicalassessments,andwhattheobstaclesarewhenusingthemwithyoungchildren.

Kelly Harrigan University of Wisconsin–MadisonAnita A. Wager University of Wisconsin–Madison

Room 203/204


Presider: Jami StoneBlack Hills State University, Spearfish, South Dakota

Area Measurement: Non-Square Units and New Connections Thepurposeofthispapersessionistoreporttheresultsofaresearchprojectthatexploredthewayselementaryandmiddleschoolstudentsresolvedareameasurementtaskswithavarietyofareaunits.Theresultsextendtheexistingliteratureonthewaysstudentsresolveareameasurementtasks.Instructionalimplicationswillbediscussed.

Amanda L. Miller Illinois State University, Normal

Challenges Students with and without Disabilities Experience Using Diagrams Thissessionpresentsfindingsandimplicationsforpracticefromastudythatexaminedchallengesstudentsexperiencedwhenusingadiagramtosolvewordproblems.Atotalofninechallengeswereidentified,whichstudentswithlearningdisabilitiesconsistentlyexperiencedmorethanhigh-achievingpeers.

Delinda van Garderen University of Missouri, ColumbiaAmy Scheuermann Minnesota State University, Mankato

Multiple Representations of Mathematical Concepts through a Semiotic LensProficiencyinmathematicshaslongbeendescribedastheabilitytofluentlymovebetweendifferentwaysofinterpretingandrepresentingmathematicalconcepts.Thissessionwilloutlineasemiotic-basedapproachthattreatsmathematicalconceptsasacombinationofpatternsofsemanticrelationsthatcontextualizesthecontentwithinasetofsocialpractices.

Michael Gilbert University of Massachusetts Boston Fabian Torres-Ardilla University of Massachusetts Boston

Room 205

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8:30 a.m.–9:45 a.m.


Presider: Allyson Hallman-ThrasherOhio University, Athens

Example-Based Insights, Viable Arguments, and Technical Handles Findingsfromagenerativestudythatdevelopsaframeworkforcommunicatingexample-basedviableargumentsforgeneralizationsarereported.Identifiedarethreetypesoftechnicalhandlesthatappearconstructiveincommunicatingviableargumentswhenexamplesorexample-basedconceptualinsightsareexpressed.

David A. Yopp University of Idaho, Moscow

Geometry Teachers’ Perspectives about Students’ Difficulties Remembering Thestudyexaminesgeometryteachers’reactionstoananimatedvignettewhereaclasssolvesaproblemaboutisoscelesrighttriangles.Participantsdiscussedstudents’difficultiesrememberingprocedureswithradicalsandidentifiedateachingproblem:lettingstudentsuseapproximationscouldcompromisestudents’identificationofnumericalpatterns.Participantsproposedwaystosupportstudents.

Gloriana Gonzalez University of Illinois at Urbana-Champaign, Champaign

Remediating Conceptually: A Look at Conceptual and Procedural Growth Conceptualandproceduralgrowthwillbepresentedforfirst-semesterfreshmenenrolledinasequenceoftworemedialmathematicscoursesaimedatremediatingtopicsconceptually.Theseresultswillalsobecomparedtotheconceptualandproceduralgrowthofstudentsinatraditionalremedialsequencefocusedonproceduralfacility.

Rachel M. Bachman Weber State University, Ogden, Utah

Room 206

30Measuring Teachers’ Fidelity of Implementation to CME Project Algebra 1Research SymposiumTwoobservationaltoolsdesignedtomeasureteachers’fidelityofimplementationtoCMEProjectAlgebra1,acurriculumthatemphasizesmathematicalpractices,willbepresented.Discussionwillincludeinstrumentdesign,fidelitydata,andrecommendationsformeasuringimplementationofcurriculathatsupporthigh-levelthinkingamongstudents.

Zuzka BlasiEducation Development Center, Waltham, MassachusettsMike SteeleUniversity of Wisconsin–Milwaukee

Jess GropenEducation Development Center, Waltham, MassachusettsMiriam GatesEducation Development Center, Inc., Waltham, MassachusettsMary Beth PiechamEducation Development Center, Inc., Waltham, MassachusettsLouisa AnastasopoulosEducation Development Center, Waltham, MassachusettsJosephine LouieEducation Development Center, Waltham, MassachusettsMary WedowEducation Development Center, Waltham, Massachusetts

Room 215

31Preservice Teachers’ Beliefs on Constructing and Critiquing Valid ArgumentsDiscussion SessionThisstudyinvestigatespreserviceteachers’understandingsofconstructingandcritiquingvalidargumentsandfocusesonelementstheybelieveconstituteviablearguments.Implicationsassociatedwithmisunderstandingsandtheactionstakentohelppreserviceteacherssupportstudentsinconstructingmathematicalargumentswillbediscussed.

Cory A. BennettIdaho State University, PocatelloMary Pat SjostromChaminade University, Honolulu, Hawaii

Room 212

32Pursuing and Utilizing the NSF CAREER AwardResearch SymposiumThissessionwillprovideanoverviewoftheNSFFacultyEarlyCareerDevelopment(CAREER)Programforjuniorfacultywhoexemplifytheroleofteacher-scholarsthroughoutstandingresearch,excellenteducation,andtheintegrationofeducationandresearch.RecentCAREERawardeeswilldiscusstheirexperiences.

Jeffrey J. WankoSchool of Education, Health, and Society, Miami University, Oxford, OhioAnna ShustermanWesleyan University, Middletown, ConnecticutLuis SaldanhaArizona State University, TempeLaurie RubelCity University of New York, BrooklynDebra I. JohanningUniversity of Toledo, Ohio

Room 211

16

8:30 a.m.–9:45 a.m.

33Theorizing Racism: Unpacking Supremacy, Privilege, and Justice in Mathematics EducationDiscussion SessionThissymposiumwillfacilitateacriticalconversationaroundracisminmathematicseducation,withafocusonexaminingissuesofsupremacy,privilege,andjustice.Mathematicseducationscholarswillexplorenewresearchdirectionsandconceptualtools.Aninteractiveformatwillallowparticipantstoengagepresentersandoneanother.

Na’ilah Suad NasirUniversity of California, BerkeleyDavid W. StinsonGeorgia State University, AtlantaDanny B. Martin University of Illinois, ChicagoMaxine McKinney de RoystonUniversity of California, Berkeley

Room 220/221/222

10:00 a.m.–11:15 a.m.

34Best Practices from Mathematics Education and Special Education ResearchResearch SymposiumWeexplorehowthesynergybetweenmathematicseducationandspecialeducationcanenhancethemathematicallearningofallstudents,includingstrugglinglearners.Wediscussspecialeducationidentificationandurbaneducation,assessmentandinterventionintheelementarygrades,andalgebra-readinessinterventionsformiddlegrades.

Rose VukovicNew York University, New YorkKaren D. KingNational Science Foundation, Arlington, Virginia Karen S. KarpUniversity of Louisville, KentuckyAmy LingoUniversity of Louisville, KentuckyBarbara J. DoughertyUniversity of Missouri, ColumbiaDiane BryantUniversity of Texas at AustinDiscussant: Michelle StephanUniversity of North Carolina at Charlotte

Room 216

35Conceptualizing and Supporting Development: Learning Area Measurement in SchoolResearch SymposiumWeexplorehowareameasurementdevelopsinelementarycurricula,

howchildren’sunderstandingofareaconceptsdevelopsinK–5usingtrajectories,andtheinstructionalimplicationsoftechnologicaltoolshighlightingconceptualrelationshipsinareameasurement,chieflytheinterplaybetweenthelengthsoftwo-dimensionalshapesandtheirareas.

Jeffrey E. BarrettIllinois State University, NormalJack SmithMichigan State University, WilliamstonChristine MasseyUniversity of Pennsylvania, PhiladelphiaDouglas H. ClementsUniversity of Denver, ColoradoCheryl L. EamesIllinois State University, Normal

Room 215

36Curriculum Alignment as a Dynamic Process of Selective InterpretationDiscussion SessionThemathematicscurriculaofChina,Israel,andAustraliaareexaminedfortheircommonalitiesanddifferenceswithspecificattentiontocurricularalignment,whichispresentedasanactive,purposefulprocessofselectiveinterpretationbynational,state,regional,andschoolagencies.Comparisonacrossdifferentschoolsystemsindifferentcountriesfacilitatestheinterrogationoflocalpracticesandassumptions.DifferencesincurricularstructureandalignmentprocessesraisequestionsfortheimplementationoftheU.S.CommonCoreStateStandardsforMathematics.

Yiming CaoBeijing Normal University, ChinaEinav Aizikovitsh-UdiBeit Berl Academic College, Gedera, IsraelDavid ClarkeUniversity of Melbourne, Carlton, Australia

Room 212

37Developing Common Core Mathematical Practice #7 in an Algebra Classroom Discussion SessionParticipantswillprovidefeedbackonthemethodsusedinadesignexperimenttounderstandhowclassroomstudentslookforandusestructuralsimilaritiesinalgebraicrepresentations.ThecurriculuminuseistheCMEAlgebra1text,chosenforitsproblem-basedapproachanditsfocusonthedevelopmentofHabitsofMind.

Roser A. GineUniversity of Massachusetts Lowell

Room 206

17

10:00 a.m.–11:15 a.m.

38High School Integrated Curricula and College Level Mathematics Performance Discussion SessionItisimportanttounderstandtherelationshipbetweenvarioushighschoolmathematicscurriculaandstudents’subsequentcollegemathematicsachievement,course-takingpatternsandpersistence.AnNSFfundedprogramofresearch(2007–11)examinedthisissueoverfouryearsofcollegeworkfor10,000+studentsinthirty-twofour-yearinstitutions.

Thomas R. PostUniversity of Minnesota, St. PaulWilliam BushUniversity of Louisville, KentuckyRobert ReysUniversity of Missouri, Columbia

Room 207

39Implementing Mathematical Modeling in the Common Core EraResearch SymposiumMathematicalmodelingisanareathatourresearchindicateswillproveparticularlychallengingtofindsuccesswithgivenfactorssuchasthelackofclarityaroundwhatcountsasamathematicalmodelingtask.AgoalofthisresearchsymposiumistoexploresomeofthechallengesandbenefitsofimplementingmodelingasdescribedinCCSSM.

Michelle CirilloUniversity of Delaware, NewarkJohn A. PeleskoUniversity of Delaware, NewarkJinfa CaiUniversity of Delaware, NewarkDiscussant: Christian R. HirschWestern Michigan University, KalamazooDiscussant: Elizabeth PhillipsMichigan State University, East LansingDiscussant: Sherry FraserInteractive Mathematics Program, Sausalito, California

Room 214


Presider: Susan GregsonUniversity of Cincinnati, Ohio

Positioning in Small Groups during Mathematics Problem Solving Throughtheresultsanddataofalongitudinalstudy,thisinteractivepaperpresentationwillasktheaudiencetoidentifyinvideoclipsanddiscussthefactorsmediatingthepositioningprocessandparticipationofLatina/ostudentsduringmathematicsproblemsinsmallgroups.

Carlos A. López Leiva University of New Mexico, Albuquerque

The Development of Underrepresented Students’ Mathematics Identities Thisstudyexaminedthemathematicsidentitydevelopmentofunderrepresented(low-incomeandfirst-generation-college)twelfthgraderswhoparticipatedinacollegeoutreachprogram.Theresultsindicatethatprogramparticipationcanhelpstudentsdeveloppositivemathidentitiesthatcanserveasavehicletorecruitunderrepresentedstudentsintomathematicsandmath-relatedmajorsincollege.

Alison Marzocchi University of Delaware, Newark

The Promise of Qualitative Metasynthesis for Mathematics Education Howdoesacollectivebodyofqualitativeresearchfindingscontributetoourunderstandingoftopicswithinmathematicseducation?Thissessionwillprovidearationale,definition,andproceduretoconductqualitativemetasynthesisasameansofdiscoveringpatternsacrossandinterpretingqualitativestudiesinmathematicseducation.

Kateri Thunder James Madison University, Harrisonburg, Virginia Robert Q. Berry University of Virginia, Charlottesville

Room 203/204

18

10:00 a.m.–11:15 a.m.


Presider: Sandy M. SpitzerTowson University, Maryland

Correlating Professional Noticing and Mathematics Knowledge for Teaching ThispresentationdescribeshowparticipationinaninnovativelearningexperiencecorrelatedwiththeMathematicsKnowledgeforTeachingofPre-serviceElementaryTeachers(PSETs).Thelearningexperiencefocusedontheprofessionalnoticingofchildren’snumeracyanddevelopedthecapacitytoattendto,interpret,andrespondappropriatelytothemathematicalthinkingofchildren.

Molly H. Fisher University of Kentucky, LexingtonJonathan N. Thomas Northern Kentucky University/Kentucky Center for Mathematics, Highland HeightsSara Eisenhardt Northern Kentucky University, Highland HeightsEdna O. Schack Morehead State University, Kentucky Cindy Jong University of Kentucky, LexingtonJanet L. Tassell Western Kentucky University, Bowling Green

How Various Aspects of Teachers’ Mathematical Knowledge Affect Instruction Followingtwenty-onein-serviceteachersenrolledinamaster’sprogramforfouryears,Iexaminedhowchangesindifferentaspectsofteachers’knowledgecorrespondedtochangesintheirpractices.Resultsindicatedthatteachers’specializedandpedagogicalcontentknowledgecorrespondedtodifferentaspectsofinstruction.

Yasemin Copur-Gencturk University of Houston, Texas

What Knowledge Do Teachers Need for Effective Formative Assessment? Inthispaper,wedrawontheresultsofalarge-scalefieldtestofTASK,aninstrumentthatwasdevelopedtomeasureteachers’knowledgeofstudentthinkingwithinthecontextoflookingatstudent-generatedworktoinvestigatetherelationshipsbetween:(1)teachers’analysisofstudentthinking;(2)theabilitytosituatestudentstrategiesinalearningtrajectory;and(3)instructionaldecisionmaking.

Caroline B. Ebby University of Pennsylvania, PhiladelphiaPhilip Sirinides Consortium for Policy Research in Education, Philadelphia, Pennsylvania

Room 205

42Recognizing Opportunities for Productive Use of Student ThinkingDiscussion SessionParticipantswillbeintroducedtoanduseaframeworkthatconsidersthesignificanceofstudentmathematicalthinkingandthepedagogicalopportunitiesthatthinkingmightcreate.Theaffordancesandcomplexitiesofusingtheframeworktoanalyzeclassroomdiscourseandtosupportteachersinproductivelyusingstudentthinkingwillbediscussed.

Keith R. LeathamBrigham Young University, Provo, UtahBlake E. PetersonBrigham Young University, Provo, UtahShari L. StockeroMichigan Technological University, HoughtonLaura R. Van ZoestWestern Michigan University, Kalamazoo

Room 211

43The Algebra Project: Working for Quality Math Education for StudentsResearch SymposiumTheAlgebraProjectisworkingthedemandsidetoestablishastandardforthebottomquartileofthenation’shighschoolstudents.Studentsenteringhighschoolinthebottomquartileshouldgraduatereadytodocollegemathforcollegecredit.Wewillpresentareportfromthefield,howfarwehavecome,andhowfarwehavetogo.

Robert P. MosesThe Algebra Project, Cambridge, MassachusettsBill CrombieThe Algebra Project, Cambridge, MassachusettsAndre HargunaniAugustus Hawkins High School, Los Angeles, CaliforniaJosé Antonio OrozcoAugustus Hawkins High School, Los Angeles, CaliforniaDiscussant: OneLA- Industrial Areas FoundationOne LA-IAF, Los Angeles, California

Room 208/209/210

19

10:00 a.m.–11:15 a.m.

44The NCTM Research Conference: A Brief History and Future DirectionsResearch SymposiumLearnaboutthehistoryoftheNCTMResearchConferenceandengageinconversationswithothermathematicseducatorsandtheNCTMResearchCommitteeaboutfuturedirectionsfortheconference.

Members of the NCTM Research Committee and Members of the SIG/RME Board of DirectorsJ. Michael ShaughnessyPortland State University, OregonPatricia CampbellUniversity of Maryland, College ParkLarry HatfieldUniversity of Wyoming, LaramieJudith SowderSan Diego State University, California

Room 220/221/222

11:30 a.m.–12:00 p.m.

45A Learning Trajectory for Children’s Understanding of VariableBrief Research ReportWeshareresultsfromadesignresearchstudybywhichweidentifiedatrajectoryingradesK–2children’sunderstandingofvariablesandvariablenotationastheyexploredfunctionalrelationships.Ourfindingssuggestthatevenyoungchildrencanbegintothinkinquitesophisticatedwaysaboutthesecorealgebraicconcepts.

Maria BlantonTERC, Cambridge, MassachusettsBarbara BrizuelaTufts University, Medford, Massachusetts

Room 205

46Disrupting Popular Conceptions of Young MathematiciansBrief Research ReportOurresearchexplores“whatmightbe”throughcasestudiesofdisruptingpopularconceptionsofmathematicsandyoungmathematiciansintwoways:Grades1–3childrenengagewithmathematicsconceptsfromthehighschoolcurriculum(suchaslinearfunctionsandinfinityandlimit),andtheypubliclysharetheirlearningwiththewidercommunity.

George GadanidisUniversity of Western Ontario, London, Canada

Room 208/209/210

47Emphasizing Equality over Equity: District Decision-Making Regarding Algebra IBrief Research ReportThispresentationexaminesissuesofequityunderconsiderationbydistrictmathematicsdecision-makersregardingstudents’opportunitiestolearnalgebraI.Trendsfromanationaldatasetrevealdecision-makers’emphasesonequalityratherthanequity,andafocuson“reallife”mathematicsoverattendingtoaspectsofstudents’culture.

Lindsay M. KeazerMichigan State University, East LansingBeth Herbel-EisenmannMichigan State University, East LansingAnne TraynorMichigan State University, East Lansing

Room 206

48Examining the Influence of Tasks, Goals, and Anticipation on InstructionBrief Research ReportThisstudyinvestigatestheimpactthatthreefactors[(a)theuseofhigh-leveltasks,(b)theidentificationofspecificlearninggoals,and(c)thecollaborativeanticipationofstudentengagementinselectedfocustasks]haveonteachers’abilitytoimplementcognitivelydemandingtasksatahighlevel.

Samuel L. EskelsonUniversity of South Florida, TampaMargaret SmithUniversity of Pittsburgh, Pennsylvania

Room 219

49Findings from Preservice Mathematics Teachers’ Thinking in Arguing and ProvingBrief Research ReportThispresentationsharesfindingsfromastudyoffourpreservicesecondarymathematicsteachers’thinkinginproofandargumentation.Analysissuggestsrecallofpriormathematicalexperiencesandvisualrepresentationsplayalargeroleintheconstructionofproofsandarguments.

Lisa RiceUniversity of Wyoming, Laramie

Room 216

20

11:30 a.m.–12:00 p.m.

50Students’ Instrumented Activity Using Etoys to Construct Trigonometric FunctionsBrief Research ReportInthisstudyIaskedhowstudents’useofacomputer-programmingenvironmentcalledEtoysshapedtheirworkonaproblemaboutmodelingwithsineandcosinefunctions.TheconstraintsoftheEtoyssyntaxforcedstudentstobeexplicitabouttherolesofvariablesandquantitiesincompositionsoffunctions.

Anna F. DeJarnetteUniversity of Illinois at Urbana-Champaign, Urbana

Room 211

51Students’ Reasoning about Angle Measure in Dynamic Geometry Instructional GamesBrief Research ReportCurrently,NCTMandtheCCSSMfocusheavilyonmathematicalreasoningandsensemaking.Inthisstudy,weanalyzethereasoningelementaryandmiddle-schoolstudentsuseastheydetermineanglemeasureinseveraldynamicgeometryinstructionalgames.Wealsoinvestigatethelinksthatstudentsconstructbetweenspatialandnumericalreasoning.

Michael T. BattistaThe Ohio State University, ColumbusCandace JoswickThe Ohio State University, ColumbusKathryn BattistaThe Ohio State University, Columbus

Room 220/221/222

52Students’ Reasoning about Invariance of Volume as a QuantityBrief Research ReportInthissession,wewillpresenttheresultsofaqualitativeresearchprojectthatexploredstudents’reasoningaboutvolumeinvarianceandhowtheirreasoningrelatedtolevelsofsophisticationinvolumemeasurement.

Melike KaraNew York University, New YorkCraig J. CullenIllinois State University, Normal

Room 214

53The Impact of Early Colleges on Mathematics Teaching and LearningBrief Research Report

ThispaperpresentstheresultsoftheexperimentalstudyoftheEarlyCollegeHighSchool(ECHS)model,implementingauniversalalgebrapolicy.Itexaminestheimpactsonmathematicsoutcomesforwell-preparedandunderpreparedstudentsinalongitudinalsampleofninthtoeleventhgraders.QualitativeanalysesexaminemathematicsteachingatECHS.

Nina P. ArshavskySERVE Center at UNCG, Chapel Hill, North CarolinaJulie EdmundsSERVE Center at UNCG, Durham, North Carolina

Room 215

54Toward an Analytical Framework for Contextualized Mathematics InstructionBrief Research ReportDespitewidespreadrecommendationstoconnectinstructiontothe“realworld,”evidencesuggeststhispracticeisunderutilizedinmanyclassrooms.Tosupportteachers,researchers,andinstructionaldesigners,ananalyticalframeworkisoffered.Theframeworksortsinstructionalactivityaccordingtohownonmathematicalcontextsarereferenced.

Luke T. ReinkeUniversity of Pennsylvania, Philadelphia

Room 212

55Using Situated-Mediated Identity Theory to Explore Black Students’ ExperiencesBrief Research ReportThisqualitativestudyexaminestheexperiencesofblackundergraduatestudentsmajoringinSTEMdisciplinesatanelite,predominatelywhiteinstitution.Utilizingasocioculturalperspectiveonlearning,thefindingswillaidinunderstandingtheprocessbyandconditionsunderwhichthesestudentscometoachieve.

Oren L. McClainUniversity of Virginia, Charlottesville

Room 203/204

56Vacant Lots and Basketball Courts: Civic Engagement through MathematicsBrief Research ReportWhatistheroleofmathematicseducationinthecivicdevelopmentofyouth?Thispaperexamineshowstudents’conceptionsofthemselvesascitizensaswellastheirconceptionsofmathareaffectedafteramathematicalinvestigationintothedisproportionatedistributionofvacantlotsandbasketballcourtsintheircity.

Vivian Y. LimUniversity of Pennsylvania, Philadelphia

Room 207

21

1:15 p.m.–2:30 p.m.


Presider: Kathryn B. ChvalUniversity of Missouri, Columbia

Examining the Questions Posed to Elementary Students during Mathematics This session has two purposes. First, we will share descriptive data about the types of questions posed to students across seventy lessons in twenty-four classrooms at four elementary schools. Second, we will identify how the teachers across schools differed in their questioning and describe factors that were potential influences.

Temple A. Walkowiak North Carolina State University, RaleighNatalie J. Hawley Wake County Public Schools, RaleighEileen G. Merritt University of Virginia, CharlottesvilleSara E. Rimm-Kaufman University of Virginia, Charlottesville

Improving Teachers’ Core: Influence of PD on Teacher Knowledge The results of pre- and post-test teacher knowledge measures following a CCSSM-targeted professional development (PD) will be reported. A description of the PD model and how features of the model influenced changes in teacher knowledge will be provided. Data showed growth in teachers’ conceptual understanding, pedagogical content knowledge, and overall test scores.

Erin Krupa Montclair State University, New Jersey Corey Webel University of Missouri, ColumbiaJason McManus Montclair State University, New Jersey

Supporting Teacher Development in Algebra: Impacts from the DELTA Study This presentation shares results from three different modes of professional development on knowledge and practices of elementary mathematics teachers: (a) a weeklong institute supporting use of a unit; (b) participating in a self-guided digital media experience supporting use of a unit; and (c) using the guidance in the unit alone. Along with quantitative results, illustrative examples are also provided.

Adrienne A. Smith Horizon Research, Chapel Hill, North Carolina Courtney Layne Nelson Horizon Research, Inc., Chapel Hill, North Carolina Despina Stylianou The City College of New York, New York

Room 203/204


Presider: Michelle StephanUniversity of North Carolina at Charlotte

Supporting Mathematics Teachers’ Learning in Collaborative Work Groups We present a research-derived framework for rich discourse in teacher collaborative work groups. Rich discourse involves connecting teaching, students, and mathematics in complex ways. The work stands to contribute to the increasingly widespread practice of teacher collaboration, as well as mathematics coaching and work group facilitation.

Mollie H. Appelgate Vanderbilt University, Nashville, Tennessee Ilana S. Horn Vanderbilt University, Nashville, Tennessee Britnie D. Kane Vanderbilt University, Nashville, Tennessee Jonee Wilson Vanderbilt University, Nashville, Tennessee Jason Brasel Vanderbilt University, Nashville, Tennessee

Synergy in Linking Research and Practice: Students’ Use of Multiple Tools Motivated by a need to prepare students for the Common Core, this teaching experiment followed an iterative design. A teacher and researcher collaborated in planning, enacting, and revising instruction on a daily basis. Results on how to support students in using computer algebra systems (CAS) and paper-and-pencil as well as multiple representations will be shared.

Nicole L. Fonger North Carolina State University, Raleigh

Room 205

59New Programs, Solicitations, and Specific Evidence Standards: Changes at NSFOver the last eighteen months NSF’s Division of Research on Learning (DRL) has seen some critical changes. Program staff will present these changes and attend to questions from the community as we mutually discuss and unpack implications for the NCTM research community.

Karen D. KingNational Science Foundation, Arlington, VirginiaFinbarr Barry SloaneNational Science Foundation, Arlington, VirginiaJoan Ferrini-MundyNational Science Foundation, Arlington, VirginiaFerdinand RiveraNational Science Foundation, Arlington, Virginia

Room 211

22

1:15 p.m.–2:30 p.m.

60Knowledge for Teaching Informal Line of Best FitResearch SymposiumStudyoftheinformallineofbestfitmarksstudents’introductiontostatisticalassociation,afundamentalstatisticalconcept.Wewillpresentthreeresearchstudiesconcerningtheknowledgeforteachinginformallineofbestfitandwillengageparticipantsintasksanddiscussionconcerningstatisticalknowledgeforteaching.

Stephanie CaseyEastern Michigan University, YpsilantiNicholas H. WassermanTeachers College, Columbia University, New York, New YorkDavid C. WilsonState University of New York BuffaloAdam MolnarUniversity of Georgia, AthensDiscussant: J. Michael ShaughnessyPortland State University, Oregon

Room 207

61Mathematics Teaching in Urban Classrooms: Perspectives from Teachers and ResearchersResearch SymposiumThisinteractivesymposiumfocusesondiscussionwithaudiencemembersasresearchersandteacherssharecasesoftheirownpracticeorthepracticeofotherurbanmathematicsteachers.Thediscussionaddressesuniquechallengesinurbanclassroomsforsuccessfulmathematicsteachingbasedonreformefforts,spanninggradelevelsandsettings.

Frances K. HarperMichigan State University, East LansingAki MurataUniversity of California, BerkeleyMariel TriggsUniversity of California, BerkeleyKara KamikawaStanford University, California

Room 215

62Novel Explanations of Developmental Change in Numerical EstimationDiscussion SessionAprominentviewindevelopmentalpsychologyholdsthatchildren’snumericalthinkingshiftsfromusinglogarithmictolinearmentalrepresentations.Newevidenceshowingthatproportionalreasoningbetterexplainschildren’sperformancewillbediscussed,withthegoaloffosteringexchangebetweencognitivescienceandmatheducationresearchers.

Hilary BarthWesleyan University, Middletown, Connecticut

Room 212

63Research on Instructional Interventions: Taking Stock and Moving ForwardDiscussion SessionAlthoughthereareimportantresearchstudiesoninstructionalinterventionsinmathematicsclassrooms,theirnumberisdisproportionatelysmallerthanthenumberofstudiesthathavedocumentedproblemsofpracticeforwhichsolutionsaresorelyneeded.Thisdiscussiongroupwilltakestockofprogressthusfarandwillconsiderwaysofmovingforward.

Gabriel J. StylianidesUniversity of Oxford, United KingdomAndreas J. StylianidesUniversity of Cambridge, United Kingdom

Room 206

64Successful Calculus Programs: Two-Year Colleges to Research UniversitiesResearch SymposiumStudentsleavingSTEMmajorsisamajornationalproblem,andmodelsofintroductorySTEMcoursesthatretainstudentsintheSTEMpipelinearelacking.Inthissessionwereportoncasestudiesofseventeendifferentcalculusprograms(fromtwo-yearcollegesthroughresearchuniversities)withprogramsthatcontributetostudentsuccess.

Chris RasmussenSan Diego State University, CaliforniaDavid BressoudMacalester College, St. Paul, MinnesotaEric HsuSan Francisco State University, CaliforniaSean LarsenPortland State University, OregonVilma MesaUniversity of Michigan, Ann Arbor

Room 219

23

1:15 p.m.–2:30 p.m.

65Using Practice as a Site for Professional Learning for Teaching Discussion SessionThesessionexaminestheuseofpracticeasacontextforprofessionaldevelopmentwithafocusonthreelearninggoals:(1)developingmathematicalknowledgeforteaching;(2)learningtoanalyzeandreasonaboutspecificinstructionalpracticesandconsiderations;and(3)improvingteachers’actualenactmentskillswithspecificteachingpractices.

Deborah Loewenberg BallUniversity of Michigan, Ann ArborHyman BassUniversity of Michigan, Ann ArborNicole GarciaUniversity of Michigan, Ann ArborJulie McNamaraUniversity of Michigan, Ann ArborMichaela Krug O’NeillUniversity of Michigan, Ann ArborMeghan M. ShaughnessyUniversity of Michigan, Ann Arbor

Room 208/209/210

66Using Representations of Practice in Survey Research with Mathematics TeachersResearch SymposiumWeillustrateanddiscussthetworesearchprograms’theoreticalandmethodologicaleffortstoconceptualize,develop,andvalidateasuitofonline,context-basedinstrumentsforstudyingmathematicsteachers’beliefs,norms,andobligations.Thepaneladdressestheimportanceandchallengesofresearchingteacherdecisionmakingonlargescale.

Daniel ChazanUniversity of Maryland, College ParkOrly BuchbinderUniversity of Maryland, College ParkJustin K. DimmelUniversity of Michigan, Ann ArborAnder EricksonUniversity of Michigan, Ann ArborKristi HanbyUniversity of Michigan, Ann ArborDiscussant: Patricio G. HerbstUniversity of Michigan, Ann ArborDiscussant: Randolph PhilippSan Diego State University, California

Room 214

67Writing and Responding to ReviewsResearch SymposiumThissessionwillexaminethemanuscriptreviewprocessfromthereviewer’sandtheauthor’spointofview.UsinganarticlerecentlypublishedinJRMEasanexample,thesessionwillexamineconstructivecriticismsintheinitialreviewsandhowtheauthorresponded.

Jessica Pierson BishopUniversity of Georgia, AthensCynthia LangrallIllinois State University, NormalDiscussant: Andrew IzsakUniversity of Georgia, Athens

Room 216

2:45 p.m.–3:15 p.m.

68A Transformational Approach to Similarity: Results from the LTG StudyBrief Research ReportTheCommonCoreemphasizesteachinggeometriccongruenceandsimilaritybasedontransformations,astarkcontrasttomostpreviousstandards.Inthisbriefreportsession,wesharefindingsfromresearchonaprofessionaldevelopmentprogramfocusedonteacherlearningneedsrelatedtothisshiftingeometrycontent.

Courtney Layne NelsonHorizon Research, Inc., Chapel Hill, North CarolinaDaniel HeckHorizon Research, Inc., Chapel Hill, North CarolinaKristen MalzahnHorizon Research, Inc., Chapel Hill, North Carolina

Room 206

69Beginning Secondary Teachers’ Use of Tasks to Support Equitable SpacesBrief Research ReportAnopportunitytolearnframeworkscanbeusedtosupportequitableclassroomspaces.Thissessionpresentsanopportunitytolearncontinuumfortaskstohelpresearchersthinkconcretelyabouthowthecollectionoftasksteachersusesupportstudents’opportunitiestolearn.

Ayanna D. PerryNorth Carolina State University, Raleigh

Room 207

24

2:45 p.m.–3:15 p.m.

70Characterizing Teachers’ Goals for Student LearningBrief Research ReportInthisstudy,asecondaryschoolteacher’sgoalsforstudentlearningwerecodedusingaframeworkdevelopedfromearlierwork.Observedlessonsspannedtheuseofbothconceptuallyrichandconceptuallypoorcurricula.Someunexpectedfindingsofthisstudyareshared,alongwithitsimplicationsforprofessionaldevelopment.

Frank S. MarfaiArizona State University, Tempe

Room 219

71Gender Differences in Self-Efficacy and Mathematical Modeling TasksBrief Research ReportThisstudyinvestigatesgenderdifferencesregardingperceivedself-efficacyandstudents’performanceonmathematicalmodelingtasks.Participantsincluded122femaleand103maleeighth-andninth-gradestudents.Althoughmaleandfemalestudentsdifferinmodelingself-efficacybeliefs,nogenderdifferenceswerefoundonthemodelingtest.

Anu SharmaUniversity of Florida, Gainesville

Room 208/209/210

72Male Domination to Masculinization: Chronicling Gender Equity in Mathematics EducationBrief Research ReportThisreportreviewsthemethodologicalandtheoreticalapproachestogenderequityresearchinmathematicseducation.Theliteraturewasgroupedintothreeanalyticallenses—achievement,participation,andCriticalRaceTheory—totrackgenderequity’sdevelopmentasaresearchparadigminadditiontoitsimplicationsformathematicsteaching.

Luis A. LeyvaRutgers Graduate School of Education, New Brunswick, New Jersey

Room 203/204

73Mathematics Teacher Educators Supporting Prospective Teachers in Learning about CCSSMBrief Research ReportWepresentfindingsfromasurveyofnearly400mathematicsteachereducators(MTEs)relatedtotheirrolessupportingprospectiveteachersinlearningabouttheCommonCoreStateStandardsforMathematics(CCSSM).WefocusinparticularontheactivitiesMTEsusetoengageprospectiveteacherswithCCSSMandMTEs’goalsforthoseactivities.

Corey DrakeMichigan State University, East LansingJill NewtonPurdue University, West Lafayette, IndianaDenise A. SpanglerUniversity of Georgia, Athens

Room 205

74Productive Struggle in Teaching and Learning Middle School MathematicsBrief Research ReportMathematicsresearcherssuggestthatstrugglingtomakesenseofmathematicsisanecessarycomponentoflearningmathematicswithunderstanding.Basedonastudyofstudent-teacherinteractionsthatclassifiedtypesofstudentstruggles,teacherresponses,andoutcomesthatwereproductiveornot,aProductiveStruggleFrameworkwasdeveloped.

Hiroko Kawaguchi WarshauerTexas State University, San Marcos

Room 216

75“Purely Ideological” Mathematics: A Case Study of Mathematics and PoliticsBrief Research ReportIpresentanethnographicstudyofanactivistgroupthatfoughtagainstcutsintheTorontocitybudgetin2012.Idiscussactivists’viewsonideologyandmathematics,howactivistsusedmathematics,andtheemergingdivisionoflaborthatallowedthemtodosodespitewidespreadanxietyaroundmathematics.

Indigo EsmondeUniversity of Toronto, Canada

Room 220/221/222

25

2:45 p.m.–3:15 p.m.

76Reasoning-and-Proving Opportunities for Teachers in Secondary Geometry TextbooksBrief Research ReportThisstudyextendspreviousworkfocusedonsecondarygeometrystudenttextbooks.Resultsarereportedontheanalysisofadditionalopportunitiesforstudentstoreason-and-proveasmediatedthroughteachereditions.Specifically,additionalexercises,examples,andsolutionsallprovidedifferentopportunitiesthanthoseshowninstudenttexts.

Nicholas J. GilbertsonMichigan State University, East LansingLorraine M. MalesUniversity of Nebraska–LincolnKimberly C. RogersBowling Green State University, OhioSamuel OttenUniversity of Missouri, Columbia

Room 212

77Relational Understanding: Equivalent Fractions in Two Latino ClassroomsBrief Research ReportInvestigationofrelationalunderstandingoffractionequivalenceintwobilingualLatinoclassroomsstronglysuggeststheimportanceofsupportingstudentstodevelopfigurativeandoperativeknowledge(Piaget,1977)whileprovidingmultipleopportunitiestorelatethesekindsofknowledgetostudents’social,cultural,andlinguisticresources.

Higinio DominguezMichigan State University, East Lansing

Room 211

78Unpacking the CCSSM Time and Money with Learning TrajectoryBrief Research ReportThissessiondescribestheTimeandMoneyLearningTrajectory(LT)developedbyourproject.WepresentresultsfromteachingexperimentswithfirstandsecondgradersontheirconceptionoftimeandmoneyusingLT-basedtasksdevelopedspecificallytosupportstudentsincoordinatingmultiplecompositeunitsasthetargetedproficiencylevel.

Dicky N. NgFriday Institute, North Carolina State University, Raleigh

Room 214

3:30 p.m.–4:45 p.m.

79Colleagues 2.0: The MathTwitterBlogoSphere and Mathematics Teachers’ Professional LearningDiscussion SessionThisdiscussionsessionintroducestheinnovativewaysmathematicsteachershavebuiltprofessionalcommunitythroughsocialmedia.UsingthepersonalexperiencesofteachersactiveonblogsandTwitter,weexploresomeofthepossibilitiesandpitfallsofonlineteachercommunitiesandtheirimplicationsforprofessionallearning.

Ilana S. HornVanderbilt University, Nashville, TennesseeNicole BannisterClemson University, South CarolinaAnnie FetterThe Math Forum @ Drexel, Philadelphia, PennsylvaniaShauna HedgepethLamar County School District, Purvis, MississippiAshli J. BlackIllustrative Mathematics, Mt. Desert, MaineJustin LanierPrinceton Learning Cooperative, Princeton, New JerseyJosé VilsonNew York City Public Schools, New York

Room 211

80Context Matters: Findings from Two Experimental Studies of Online AlgebraResearch SymposiumThissymposiumsummarizesthecontext,implementation,andresultsfromtworandomizedtrialsthattestedtheimpactofonlinealgebraIfortwodifferentpurposesandintwodifferentcontexts:(1)tobroadenaccessforhigh-achievingeighthgraders,and(2)toprovidesummercreditrecoveryforat-riskninthgraders.

Kirk WaltersAmerican Institutes for Research, Washington, D.C.Jessica HeppenAmerican Institutes for Research, Washington, D.C.Nick SorensenAmerican Institutes for Research, Washington, D.C.Suzanne StachelAmerican Institutes for Research, Washington, D.C.

Room 215

26

3:30 p.m.–4:45 p.m.

81Exploring Relations between Teachers’ Knowledge, Perspectives, and PracticeResearch SymposiumPresentersdescribethedevelopmentoftwomeasuresofmathematicsteachers’perspectives—visionofhigh-qualitymathematicsinstructionandviewsofstudents’mathematicalcapabilities—andreportonrelationshipsbetweenthosemeasures,mathematicalknowledgeforteaching,andinstructionalqualityof120middle-gradesteachersoverfouryears.

Charles MunterUniversity of Pittsburgh, PennsylvaniaRichard CorrentiUniversity of Pittsburgh, PennsylvaniaAnne GarrisonSouthern Methodist University, Dallas, TexasLynsey K. GibbonsUniversity of Washington, SeattleKara JacksonUniversity of Washington, SeattleDiscussant: Deborah Loewenberg BallUniversity of Michigan, Ann Arbor

Room 214

82Facilitating Teacher Learning to Develop Ambitious Practice in MathematicsResearch SymposiumSupportingthedevelopmentofambitiousmathinstructioniscomplexandrequiressophisticatedformsofsupportforteachers’learning.Tounderstandmoreaboutfacilitatingteachers’learningofambitiouspractice,oursymposiuminvestigateshigh-leveragepracticesofprofessionaldevelopmentfacilitatorsacrossdifferentcollaborativesettings.

Karen KoellnerHunter College, New York City, New YorkHilda BorkoStanford University, CaliforniaMegan E WebsterMcGill University, Montreal, CanadaBritnie D. KaneVanderbilt University, Nashville, TennesseeMollie H. AppelgateVanderbilt University, Nashville, TennesseeJonee WilsonVanderbilt University, Nashville, Tennessee

Room 208/209/210

83Graduate Student, Junior Faculty, and Researcher Mentoring SessionPresider: Michelle StephanUniversity of North Carolina at Charlotte

Discussant: Jeffrey J. WankoSchool of Education, Health, and Society, Oxford, Ohio

Finding Faculty Positions in Higher Education Denise A. Spangler University of Georgia, AthensRandy Phillip San Diego State University, California

Navigating the Tenure Process Karen S. Karp University of Louisville, Kentucky Kristen Bieda Michigan State University, East Lansing

Publishing Dissertation-Based Manuscripts James E. Tarr University of Missouri, ColumbiaRose Mary Zbiek Pennsylvania State University, University Park

Transitioning from Doctoral Student to Faculty Member Megan Wawro Virginia Tech University, BlacksburgMichelle Cirillo University of Delaware, Newark

Writing Grant Proposals Richard Lehrer Vanderbilt University, Nashville, Tennessee Karen D. King National Science Foundation, Arlington, Virginia

Room 220/221/222

27

3:30 p.m.–4:45 p.m.

84Intensive Professional Development to Support Teachers’ Implementation of CCSSDiscussion SessionThekeyquestion:“Whatdoesittaketoenableteacherstochangetheirclassroompractice?”Wewillevaluateaprofessionaldevelopmentmodelincorporatingacoachingcomponentusingade-privatizing“MathStudio,”designedtogiveteachersthesupporttheyneedtofullyunderstandthecontentandpedagogynecessarytoteacheffectively.

John C. MayerUniversity of Alabama at BirminghamAnn M. DominickUniversity of Alabama at BirminghamSherry D. ParrishUniversity of Alabama at BirminghamFaye B. ClarkUniversity of Alabama at BirminghamJoAnna LaneyUniversity of Alabama at Birmingham

Room 207


Presider: Karen HollebrandsNorth Carolina State University, Cary

Enacting Reasoning-and-Proving in Secondary Mathematics Classrooms Afterusingrecentlydevelopedmaterials,teachersovercamesomeofthechallengesofenactingreasoning-and-provingbysuccessfullyselecting,modifyingandimplementingtasksandevaluatingstudentworkbasedoncoreelementsofproof.Learnaboutthematerials,examineclassroomartifactpackets,andcontributetoanonlinedatabasedesignedtobeeducativeforteachers.

Michelle S. Switala Pine-Richland High School, Pittsburgh, Pennsylvania

Impact of Action Research on High School Teachers’ Professional Development Thissessionpresentsthenarrativecasesoftwohigh-schoolmathematicsteachersastheydescribehowemployingfourconsecutiveyearsofactionresearchintheirclassroomshaspropelledgrowthintheirpracticeandleadership.Questionspertainingtotheuseofactionresearchasaprofessionaldevelopmenttoolwillbeaddressedanddiscussed.

Michaele F. Chappell Middle Tennessee State University, MurfreesboroSamantha A. Stevens Middle Tennessee State University, MurfreesboroCandace P. Terry Middle Tennessee State University, Murfreesboro

Teacher Learning about Culturally Relevant Mathematics Pedagogy Whatcanhighschoolteachersinurbanschoolslearninprofessionaldevelopment(PD)aboutculturallyrelevantmathematicspedagogy?Howdoesthislearningtranslateintopractice?OurfocusisonidentifyingandinterpretingchangesinkeyinstructionalpracticesduringparticipationinayearlongPD.

AJ Stachelek Teachers College, New York, New York Laurie Rubel City University of New York, Brooklyn, New York

Room 203/204

Call

for

Man

usC

ript

s

informing practiceThe Editorial Panel of MTMS is seeking submissions for its research department, Informing Practice. Articles for this department take research findings and translate them into practical outcomes, strategies, or tips that directly inform teachers’ classroom practice.

Examples of appropriate topics might include teaching linear functions, learning through problem solving, promoting proof in the classroom, addressing the needs of diverse learners, and using manipulatives to foster student understanding. Articles should—

• setupaclassroomproblem,issue,orquestionthatisboth relevant to teachers’ practice and connected to empirical research;

• addresstopicsappropriatetomiddle-gradesmath;• describetheresearch—possiblyincludingthemath-

ematics education literature base and the author’s findings—inateacher-friendlyvoice;

• incorporateexamples,studentdata,illustrations,anddiagrams that will bring the research alive; and

• providerecommendations/tipsforclassroomteachers.

The manuscript should be no more than 2000 words. Send by accessing mtms.msubmit.net. On the tab titled Keywords, Categories, Special Sections, select Informing PracticefromtheDepartments/Callssection.

teaching in themathematics

Middle School

http://mtms.msubmit.net

28

3:30 p.m.–4:45 p.m.


Presider: Erica WalkerTeachers College, Columbia University, New York, New York

Construct-Driven Fidelity Measurement in Data-Modeling Classrooms ThispaperdescribesafidelitymeasuredevelopedinthecontextofaRegentsCompetencyTest(RCT)testingtheefficacyofthestatisticscurriculum,DataModeling.Wedefinedfidelityastheextenttowhichvariabilityinstudent-inventedmethodswasusedtoamplifymathematicalpracticesandconcepts.

Ryan Seth Jones Vanderbilt University, Nashville, Tennessee

Initial Validation Efforts for a Classroom Observation Instrument Thepurposeofthissessionistopresentthetheoreticalframeworkandinitialpsychometricevaluationofamathematicsinstructional-practiceobservationinstrument.Earlyanalysesindicatepromisingfindingsintermsofbothscalereliabilitiesandexpectedcorrelationalrelationships.

Michele Brown Carney Boise State University, Idaho Jonathan Brendefur Boise State University, Idaho Gwyneth Hughes Boise State University, Idaho Keith Thiede Boise State University, Idaho

Measuring Instructional Practices in Mathematics Using a Daily Log Thepurposeofthissessionistointroduceaninstructionallogforgatheringdataondailymathematicsteaching.Wewillsharethetheoreticalframeworkshapingthelog,resultsofanexploratoryfactoranalysisindicatingmeasuredconstructs,andearlyevidenceofvalidityandscorereliability.

Elizabeth Greive North Carolina State University, RaleighTemple A. Walkowiak North Carolina State University, RaleighCarrie W. Lee North Carolina State University, Raleigh

Room 205

87Reasoning and Sense Making with Technology in Middle SchoolResearch SymposiumTechnologyhaslongheldthepromiseofsupportingreasoningandsensemaking.Turningthispromiseintoarealityisnotstraightforward.Presenterswillshowexamplesofwaysthattechnologyhasbeenusedtosupportthereasoningofmiddleschoolstudentsandteachers,andprovideguidanceforeffectiveclassroomuseoftechnology.

Phil J. VaheySRI International, Menlo Park, CaliforniaSusan NickersonSan Diego State University, CaliforniaCharles PattonSRI International, Menlo Park, CaliforniaGeorge J. RoyUniversity of South Carolina, ChapinTeresa Lara-MeloySRI International, Menlo Park, CaliforniaHarriette StevensConsultant, San Francisco, California

Room 219

88Reasoning Quantitatively with Part, Whole, an Equation, and a LengthDiscussion SessionThepart-wholeconceptisemphasizedintheelementarygrades,butrecognizingitinamorecomplexcontextisnottrivial.UsingthelensoftheCCSSMStandardsforMathematicalPractice,wediscusshowgrade12studentsattendtothestructureofanequationandhowtheyreasonabouttheexpressedquantities.

Linda VenencianoUniversity of Hawaii, HonoluluHannah SlovinUniversity of Hawaii, HonoluluFay ZenigamiUniversity of Hawaii, HonoluluMelfried OlsonUniversity of Hawaii, HonoluluJudith OlsonUniversity of Hawaii, Honolulu

Room 212

29

3:30 p.m.–4:45 p.m.

89The Smarter Balanced Assessment Consortium Mathematics Reasoning ProjectResearch SymposiumTheMathematicsReasoningProjectisaresearchstudydesignedtoenhancetheknowledgebaseregardingauthenticevidenceofmathematicalreasoninginonlineenvironments.Theconsortiumisexaminingwaysforstudentstoincorporatemathematicalrepresentationsintotheirresponsesandevaluatingautomatedprocessesforscoringnewitemtypes.

Shelbi ColeSmarter Balanced, Olympia, WashingtonEli LuberoffDesmos, Inc., San Francisco, CaliforniaJudy HickmanCTB, Havana, FloridaLi CaiUniversity of California, Los AngelesWilliam McCallumUniversity of Arizona, TucsonKristin UmlandIllustrative Mathematics, Albuquerque, New MexicoPatrick CallahanIllustrative Mathematics, Coronado, CaliforniaDiscussant: Mary P. TruxawUniversity of Connecticut, Storrs

Room 216

90The 2012 National Survey of Science and Mathematics EducationDiscussion SessionThe2012NationalSurveyofScienceandMathematicsEducationprovidesdataaboutthecurrentstatusoftheK–12scienceandmathematicseducationsystem.Thissessionwillfamiliarizeparticipantswithdataavailableforsecondaryanalysis.Itwillalsoprovideanopportunityforparticipantstorunanalysesofinteresttothem.

Eric R. BanilowerHorizon Research, Inc., Chapel Hill, North CarolinaAaron M. WeisHorizon Research, Inc., Chapel Hill, North Carolina

Room 206

5:00 p.m.–6:00 p.m.

91A Discursive Analysis of Teachers’ Routines in Contextualized Algebraic LessonsPoster SessionOurpresentationaimstoshowhowtwoeighth-gradeteachersimplementedcontextualizedalgebraictasks.Wewillidentifythepatternsoftheircontextualandnon-contextualdiscourse,andtheroutinestheyusedforthewholelessonaswellasintransitionalmomentsbetweenthetwotypesofdiscourse.

Sihua HuMichigan State University, East Lansing

Room 217/218

92Aligning Mathematical Tasks to the Standards for Mathematical PracticePoster SessionHowdoalgebrateachersalignmathematicaltaskstotheCCSSMStandardsofMathematicalPractice?Usingmethodsofdesign-basedimplementationresearch,weidentifieddifficultiesofalignmenttopracticesanddevelopedstrategiesidentifyinghigh-qualitytasks.

Raymond JohnsonUniversity of Colorado Boulder

Room 217/218

93An Examination of Mathematics Graduate Teaching Assistant EfficacyPoster SessionUnderstandingthesignificanceofteacherefficacyintheundergraduatemathematicsclassroom,theaimofthisstudyistoexaminetheimpactthatpedagogicalpreparation,teachingexperience,andcareerplanshaveonteachingassistants’efficacy.Thiscorrelationalstudyusesanexpostfactodesigninordertoevaluatetheaforementionedvariables.

Patrice LaVette ParkerGeorgia State University, Atlanta

Room 217/218

30

5:00 p.m.–6:00 p.m.

94An Exploration of Preservice Elementary Teachers’ Mathematical Knowledge for TeachingPoster SessionMathematicalknowledgeforteachingisauniquecategoryofknowledgethatgoesbeyondaconceptualunderstandingoftopicstaughttostudents.Whilecriticallyimportant,thisclassofknowledgeremainsinadequatelyunderstood,particularlyamongpreserviceteachers.Whatisthenatureofpreserviceteachers’mathematicalknowledgeforteaching?

Michael Jarry-ShoreMcGill University, Montreal, Canada

Room 217/218

95Cognitive Demand of Teacher Prompting: Engaging Students in Mathematical DiscoursePoster SessionHelpingstudentsengageinmathematicalideasanddiscussionsrequiresteacherstopromptinawaythatismorecognitivelydemandingthantypicalclassroomQ&Asessions.Thiscasestudyofthreesecondaryteachersexploresthetypesofpromptsandcuesusedtoencouragestudentstohavemeaningfulconversationsaboutmathematicalconcepts.

Jessica Lynn JensenUniversity of Iowa, Iowa City

Room 217/218

96Curricular Support for Building on Students’ Partial UnderstandingsPoster SessionTheLearningMathematicsthroughRepresentations(LMR)supplementalcurriculumencouragesteacherstobuildonstudents’partialunderstandings.TheresultsofthisqualitativeinterviewstudyshowthatteachersperceivedmoresupportforthispedagogicalstrategyanduseditmorefrequentlyduringLMRlessonsthanwiththeir“main”curriculum.

Nicole Leveille BuchananUniversity of California, BerkeleyAnna McGeeUniversity of California, Berkeley

Room 217/218

97Developing Rapport: Contours of Novice Teachers’ Mathematics InstructionPoster SessionUsingdatafromalongitudinalstudyofbeginningmiddleschoolmathematicsteachers,Iexaminehowteacheractionstoestablish

rapportwithstudentsshapetheexperienceofdoingandlearningmathematics.Thefindingsunderscorehowseeminglynonmathematicalactionsshapethecontoursofmathematicsinstructionandnewteacherdevelopment.

Enakshi BoseUniversity of Pennsylvania, Philadelphia

Room 217/218

98Does Computer Experience Affect Children’s Geometry Ability? A Cultural ComparisonPoster SessionOurstudyexploresifcomputerexperienceaffectschildren’sgeometryabilityinSingaporeandAustraliabyusingaHierarchyLinearModelingapproach.Resultsindicatedthatcomputer-useexperiencesaffectstudents’geometryabilitybutitalsodependsonteachers’instruction.Resultsvaryintwocountriesindicatingculturedifferencesexist.

Jia HeMichigan State University, East LansingYiling ChengMichigan State University, East Lansing

Room 217/218

99Examining the Impact of Stereotypes within Mathematical Group Work Poster SessionThisqualitativeinquiryexamineswhetherandhowstereotypesimpactstudentswithinthecontextofcollaborativemathematicalgroupwork.TheposterwillsharetheexperiencesofoneAsianfemalestudentandhowshecontendedwithvariousstereotypesfrommultipletimescales.

Lesley DookieUniversity of Toronto, Canada

Room 217/218 100

Improving Preservice Mathematics Teachers’ Capability for Generic Example ProofsPoster SessionThisstudyexaminestheeffectivenessofacourseonreasoning-and-provingonpreservicemathematicsteachers’abilitiestorecognizeandconstructgenericexampleproofs.Thefindingssupportassertionsthatsuchacoursecananddoeschangepreservicemathematicsteachers’capabilitywithgenericexampleproofs.

Ben FreeburnPennsylvania State University, University ParkFran ArbaughPennsylvania State University, University ParkShiv KarunakaranPennsylvania State University, University ParkNursen KonukPennsylvania State University, University Park

Room 217/218

31

5:00 p.m.–6:00 p.m.

101Investigating Teacher Knowledge While Transitioning to the Common CorePoster SessionParticipantsfromfourteenschooldistrictsenrolledinathree-yearprogramthatfocusedonincreasingteacherknowledgeinpreparationforCommonCoreimplementation.Duringthesummerof2013theintensivetrainingfocusedonmodeling,functions,andalgebra.Quantitativeandqualitativedatawascollectedthroughoutthetrainingtoassesschange.

Erick B. HofackerUniversity of Wisconsin–River FallsKathryn ErnieUniversity of Wisconsin–River FallsSherrie SerrosUniversity of Wisconsin–Eau Claire

Room 217/218

102Local and Global Approaches in Coordinating Multiple Mathematical RepresentationsPoster SessionStrategiesforcoordinatingpairsofcanonicalmathematicalrepresentations(i.e.,equation,graph,table)arerevealedbyanalyzinghighschoolstudentthink-alouddata.Strategiesarecodedandclassifiedaslocalorglobal.Strategyuseisassessedinrelationtoeffectivecoordinationandasdependentupontherepresentationspresented.

Briana L. ChangTemple University, Philadelphia, PennsylvaniaTheodore WillsTemple University, Philadelphia, PennsylvaniaJennifer CromleyTemple University, Philadelphia, Pennsylvania

Room 217/218

103Long-Term Effect of Curricula on Mathematics Attitudes: A Qualitative StudyPoster SessionWeinterviewedtwelfth-gradeurbanstudentswhohadusedeitherstandards-basedortraditionalmathematicscurriculainmiddleschool.Resultsindicatethatthesetwotypesofmiddleschoolcurriculamayhavedifferentlong-termeffectsonstudents’attitudesandbeliefsabouttheteaching,learning,andnatureofmathematics.

John MoyerMarquette University, Milwaukee, WisconsinVictoria RobisonMarquette University, Milwaukee, Wisconsin

Jinfa CaiUniversity of Delaware, Newark

Room 217/218

104Middle and High School Students’ Conceptions of EqualityPoster SessionOurstudyexaminedhowmiddleandhighschoolstudentsinterpretequalityandtheequalsigninthecontextofarithmeticandalgebraictasks.Theresultssuggestthatstudents’interpretationsarenotstableandalternatebetweenoperationalandcomparativecomputationalsameness.Implicationsforinstructionalpracticearesuggested.

Marta T. MagieraMarquette University, Milwaukee, WisconsinLeigh A van den KieboomMarquette University, Milwaukee, Wisconsin

Room 217/218

105Prospective Elementary Teachers’ Conceptions of Lesson ExperimentsPoster SessionThisposterwilldescribeaninvestigationofprospectiveelementaryteachers’conceptionsoflearningfromteaching.Resultssuggestthatalthoughprospectiveteacherscanlearntheskillsoflessonstudyorlessonexperiments,theymayfailtodevelopthedispositiontosystematicallystudyteachingthroughouttheircareer.

Christine M. PhelpsCentral Michigan University, Mount PleasantSandy M. SpitzerTowson University, Maryland

Room 217/218

106Single-Sex Classes and Middle-Grades Students’ Mathematics Self-ConceptPoster SessionThisstudyexaminestherelationshipbetweenmiddle-schoolstudents’mathematicsself-conceptandclassroomtype(single-sexorcoeducational).Onesignificantfindingisthatstudentsinall-girlsclassesweremorelikelytodisagreemorestronglythanall-boysandcoeducationalclasseswiththenotionthatmathematicsisamaledomain.

Dennis KombeClemson University, South CarolinaAmber SimpsonClemson University, South CarolinaS. Megan CheClemson University, South Carolina

Room 217/218

32

5:00 p.m.–6:00 p.m.

107Sources of Self-Efficacy of Middle School Hispanic StudentsPoster SessionStudents’sourcesofself-efficacyinapredominantlyHispanicdistrictwereexamined.Masteryexperiencescontributedthelargestamountofvariancefollowedbysocialpersuasions,vicariousexperiences,andphysiologicalstate.Masteryexperiencesandsocialpersuasionscontributeduniquevariance,andthesourcessharedvarianceincombination.

Linda Reichwein ZientekSam Houston State University, Huntsville, TexasKathleen Cage MittagRetired, University of Texas San AntonioBruce ThompsonTexas A&M University, College Station

Room 217/218

108Students’ Use of Inconsistent, Informal, and Insufficient Language in Geometry Poster SessionThisposterillustratesstudents’useoflanguagethatisinconsistent(withmathematicaltextsandclassroomnorms),informal(e.g.,using“slanted”todescribeanglesorsidesofshapes),andinsufficient(e.g.,describingrectanglesasshapeswithtwopairsofequalandparallelsides)whilelearninggeometrythroughacomputer-basedcurriculum.

Candace JoswickThe Ohio State University, ColumbusMichael T. BattistaThe Ohio State University, Columbus

Room 217/218

109Teaching Math in Urban Schools: Future Teachers’ Beliefs and PerformancePoster SessionThisposterpresentsresultsfromacasestudyofthreemiddleschoolpreserviceteachersinvestigatingtheirbeliefsregardingteachingmathematicstostudentsinurbanschoolsandtheirperformancerevisingatasktobeculturallyrelevant.Therelationbetweenandprogressmadeinbeliefsandperformancewillbepresented.

Heather GallivanUniversity of Delaware, Newark

Room 217/218

110The Ritual Aspects of Teaching Fractions in a Fifth-Grade ClassroomPoster SessionInordertounderstandtheculturalnatureofteachingmathematics,westudiedaninternteachingafifth-gradeclassaboutfractionoperations.Weusedthelensofritualtoanalyzetheclassroomobservationsandinterviewscollectedoverthethree-weekunit.Herewesharefindingsthatcontributetoaculturalportraitofteachingmathematics.

Andrea McCloskeyPennsylvania State University, University ParkGwen LloydPennsylvania State University, University ParkCourtney LynchPennsylvania State University, University Park

Room 217/218

111Views of Students’ and the Quality of Mathematics Instruction ReceivedPoster SessionThisposterdiscussestheanalysesofteacherinterviewdataandteachervideofromalargemiddle-schoolmathematicseducationstudy(MIST,Vanderbilt)toexploretherelationshipbetweenteachers’viewsofstudentsofcolorandthemathematicsinstructionthosestudentsreceive.

Mahtab NazemiCollege of Education, University of Washington, Seattle

Room 217/218

112Young Children’s Spatial Reasoning as a Springboard for Developing EquityPoster SessionThiscasestudyhighlightsauniqueteacherprofessionaldevelopmentprojectexploringthedevelopmentofyoungchildren’sspatialreasoningskills.ThepresentationdemonstrateshowguidedcollaborativeinquiryoffersthepossibilityofcontributingtoCochran-Smith’s(2004)sixprinciplesofteachingforsocialjustice.

Fatima S. JafferUniversity of Toronto, CanadaBeverly CaswellUniversity of Toronto, Canada

Room 217/218

33

8:30 a.m.–9:45 a.m.

113Analyzing Critical Moments in High School Mathematics Classrooms Research SymposiumTeachersarefacedwithamyriadofimpromptudecisionsrelatedtodisruptionsthatoccurwhileimplementingmathematicslessons.Thepurposeofthissymposiumistobringtogetherseveralperspectivesonanalyzingcriticalmomentsinhighschoolmathematicsclassrooms.

Karen HollebrandsNorth Carolina State University, CaryShari L. StockeroMichigan Technological University, HoughtonKeith R. LeathamBrigham Young University, Provo, UtahCharity CaytonEast Carolina University, Greenville, North Carolina

Room 216

114An Instructional Model to Develop Preservice Teachers’ Professional Noticing SkillsDiscussion SessionThissessionpresentsaninstructionalmoduledesignedtodevelopprofessionalnoticing(attending,interpreting,anddeciding)skillswithpreserviceelementaryteachersinthecontextofearlynumeracy.Presenterswillfacilitateadiscussionaroundmethodsforteachingandassessingprofessionalnoticing,alongwithresearchresultsandgoals.

Edna O. SchackMorehead State University, KentuckySara EisenhardtNorthern Kentucky University, Highland HeightsMolly H. FisherUniversity of Kentucky, LexingtonCindy JongUniversity of Kentucky, LexingtonJanet L. TassellWestern Kentucky University, Bowling GreenJonathan N. ThomasNorthern Kentucky University/Kentucky Center for Mathematics, Highland Heights

Room 211

115Building Research Communities in Mathematics EducationResearch SymposiumThreeresearchersinmathematicseducation—DanChazan,MartaCivil,andJacquelineLeonard—shareinsightsabouthowtocreateresearchnetworkswithinandacrossinstitutionsandinvolvingfaculty,graduatestudents,andothersinordertodevelopanddisseminateresearcharoundspecifictopics.

Erica WalkerTeachers College, Columbia University, New York, New YorkDaniel ChazanUniversity of Maryland, College ParkMarta CivilUniversity of North Carolina at Chapel HillJacqueline LeonardUniversity of Wyoming, Laramie

Room 219

116Fostering K–12 Prospective Teachers’ Curricular NoticingResearch SymposiumThissymposiumreportstheresultsofstudiesofthecriticalanalysisofcurriculummaterialsbyK–12prospectiveteachers.Weintroducea“curricularnoticing”frameworktodescribeprospectiveteachers’unpackingofmathematicalandpedagogicalopportunitiesincurriculum.Shiftsinprospectiveteachers’curricularnoticingwillbedescribed.

Leslie DietikerBoston University, MassachusettsJulie AmadorUniversity of Idaho, Coeur d’AleneDarrell EarnestUniversity of Massachusetts AmherstLorraine M. MalesUniversity of Nebraska-LincolnMicah StohlmannUniversity of Nevada, Las VegasDiscussant: Corey DrakeMichigan State University, East Lansing

Room 208/209/210

Wednesday, April 9th

34

8:30 a.m.–9:45 a.m.


Presider: Kathryn B ChvalUniversity of Missouri, Columbia

A Multimodal Study of Registers for Doing Proofs in Geometry Wereportonamultimodalregisteranalysisofinstancesof“doingproofs”inhighschoolgeometry.Thesessionhastwopurposes:(1)toprovideasystemicsemioticdescriptionofdifferentregistersfor“doingproofs”ingeometry,basedonvideoanalysesofclassroomepisodes;and(2)todemonstratehowmultimodalregisteranalysiscanbeusedtoexaminetheactivitythatoccursinmathematicsclassrooms.

Justin K. Dimmel University of Michigan, Ann ArborPatricio G. Herbst University of Michigan, Ann Arbor

Students’ and Experts’ Multiple Representations of Rate of Change Theproposedinteractivesessionfocusesonnovices’andexperts’useofmultiplerepresentationstorepresentrateofchange.Thesmallgroupdiscussionwillhavevideoexcerptsaswellashandoutsconsistingofdataexcerptsandimagesfromtheinterviews.Thefocusofthisdiscussionwillbeonparticipantsusingtheexcerptsandvideotoengageindiscussionabouttheproposedframeworkofschemesforrateofchange.

Eric Weber Oregon State University, CorvallisAllison Dorko Oregon State University, Corvallis

Students’ Proof Schemes for Proving and Disproving of Propositions Thisproposalpresentsstudents’proofschemesforprovinganddisprovingmathematicspropositionsusing480proofsconstructedbysixtySingaporestudents.Aseven-levelclassificationforprovingandasix-levelclassificationfordisprovingrevealedthecognitivenuancesininferentialprocessesandsuggestedaninterplayfoundbetweenstudents’mathematicalknowledgeandinferentialprocesses.

KoSze Lee University of North Florida, Jacksonville

Room 203/204


Presider: Michelle StephanUniversity of North Carolina at Charlotte

Learning Together: Looking for Learning in Coach-Teacher Interactions Iwillpresentamethodfortheexaminationoflearningincoach-teacherinteractions.Participantswillbeinvitedtoreflectuponandquestionthemethodpresented,aswellastosharemethodsthattheyemployorwithwhichtheyarefamiliar.Thediscussionwillleadtogreatersharedunderstandingofthestudyofcoach-teacherinteractions.

Evra Baldinger University of California, Berkeley

Novice Teacher Efficacy in Promoting Discussion: The Benefits of Mentoring Thispaperdiscussesastudyofnovicemiddle-schoolmathematicsteachersteachinglow-incomestudentsofcolor.Teachersfocusedondevelopingstudentdiscussionbyengaginginareflective-teachingcyclewithamentor.Throughmentoring,theteachersnegotiatedchallengeswithfacilitatingdiscussion.Resultsmayinfluencenovice-teachersupportaswellasmentoringmodels.

Emily Joy Yanisko University of Maryland, College Park

Developing Teacher Learning Opportunities in Mathematics Studio ThisstudydocumentshowMathematicsStudio,aschool-basedprofessionaldevelopmentprogramsimilartolessonstudy,providedseventh-gradeteacherswiththeknowledge,skills,andresourcestoengagestudentsinmathematicaldiscussions.Ananalysisoftherolethecoach,principal,andteachersplayedinestablishinglearningopportunitiesprovidesinsightintofacilitationnecessaryforsustained,collaborativelearning.

Kristin Lesseig Washington State University Vancouver

Room 205

119Massive Open Online Courses for Educators: A Learning Trajectory–Based MOOCDiscussion SessionImplementingtheCommonCoredemandsinnovative,rapid,andflexibleprofessionaldevelopment.WedevelopedaMOOCforeducatorsontheEquipartitioninglearningtrajectoryforinterpretingtheCommonCore.Inthissession,wedescribecriticalcoursecomponents,instructionaldesign,lessonslearned,andfindingsfromresearchonthecourse.

Alan P. MaloneyNorth Carolina State University, RaleighTamar AvineriNorth Carolina State University, Raleigh

Room 206

35

8:30 a.m.–9:45 a.m.

120Perspectives on Linking Research and Practice: Thoughts from the FieldResearch SymposiumCurrentLinkingResearchandPracticeaward-winnerswilldiscusswayshowtoadvanceasuccessfulresearchagendawithemphasisonbringingtogethertheresearchandpractitionercommunities.

Lynsey GibbonsUniversity of Wahington, Seattle Kara JacksonUniversity of Wahington, Seattle Heather Lynn JohnsonUniversity of Colorado DenverJonathan N. ThomasNorthern Kentucky University/Kentucky Center for Mathematics, Highland HeightsDiscussant: Michael C. FishNational Council of Teachers of Mathematics, Reston, Virginia

Room 220/221/222

121Providing Support for Mathematics Teaching to English Language LearnersDiscussion SessionParticipantswillbeinvitedtoshareideasandsuggestionsforteachingmathematicstoEnglishLanguageLearners(ELLs).Ledbytheco-PIsofafederalDepartmentofEducationTitleIIIresearchandprofessionaldevelopmentproject,wewillincludeanoverviewofthetheoreticalfoundationfortheresearchandthemostup-to-datefindings.

Fabián Torres-ArdilaUniversity of Massachusetts BostonMichael GilbertUniversity of Massachusetts Boston

Room 207

122Psychometric Methods in Math Education: New Opportunities and ChallengesResearch SymposiumThissymposiumexaminesissuesoftheoryandmethodthatresearchershaveencounteredharnessingarangeofpsychometricmodelsformeasuringmathematicalknowledgeininnovativeways.ThepresentationswillpreviewfourchaptersfromanupcomingJRMEmonograph,twofocusedonunidimensionalandmultidimensionalmodelsandtwofocusedonvalidity.

Andrew IzsakUniversity of Georgia, AthensNicole KerstingUniversity of Arizona, TucsonChandra OrrillUniversity of Massachusetts Dartmouth

Janine RemillardUniversity of Pennsylvania, PhiladelphiaErik Daniel JacobsonIndiana University, BloomingtonDiscussant: Jeremy KilpatrickUniversity of Georgia, Athens

Room 214

123Student Perspectives on Learning in Critical Mathematics ClassroomsResearch SymposiumThissessiondrawsonthreeseparatebutcomplementarystudiesthatreportonstudentperspectivesincriticalmathematicsclassroomsinwhichstudentsexperiencedmathematicstostudysocialjusticeissuesintheirlives,communities,andworld.Researchersshare,discuss,andanalyzestudentinsightsonbothwhatandhowtheylearned.

Patricia M. BuenrostroUniversity of Illinois at ChicagoSusan GregsonUniversity of Cincinnati, OhioRodrigo J. GutierrezUniversity of Maryland, College ParkEric (Rico) GutsteinUniversity of Illinois at Chicago

Room 215

124What We Talk about When We Talk about LogsDiscussion SessionWedemonstratethreepilotinstrumentsforstudyinghowstudentsandteachersconceiveof,operatewith,andinteractaroundtheteachingoflogarithmsinthesecondaryadvancedalgebraoralgebra2course.Participantswilldiscusstherolesthatformalpropertiesoflogarithmsdoordonotplayinclassroomteachingandstudentthinking.

Michael K. WeissProgram in Mathematics Education (PRIME), Michigan State University, East LansingMichael MorissetteProgram in Mathematics Education (PRIME), Michigan State University, East Lansing

Room 212

36

10:00 a.m.–11:15 a.m.

124.1 A Practical Theory of Productive Persistence in Mathematics EducationPlenary SessionAdvances in the learning sciences and in effective academic effort have implications for mathematics education. We will review motivation theory, attribution theory, and behavioral economics and how they apply to teaching next-generation standards and making the Common Core Standards for Mathematics Practice a normative part of mathematics instruction.

Philip Uri TreismanCharles A. Dana Center, University of Texas at Austin

Room 208/209/210

12:30 p.m.–1:00 p.m.

125Are Missing Value Proportional Problems Becoming Out of Touch?Brief Research ReportMiddle school students’ ability to solve missing value proportional problems is often considered indicative of whether they have mastered the topic of ratios and proportions. Our study, however, found that most “successful” students could not recognize the difference between situations that involved proportional relationship and those that did not.

Hartono TjoePennsylvania State University, ReadingJimmy de la TorreRutgers University, New Brunswick, New Jersey

Room 211

126Beyond Rise-over-Run: A Design Experiment and Learning Trajectory for SlopeBrief Research ReportStudent understanding of slope is often formulaic. To explore how students learn slope in a more robust way, we conducted a design experiment to refine a learning trajectory for slope organized around rates of change. I will present the learning trajectory and the ways that student learning was mediated by context and cultural tools.

Frederick PeckFreudenthal Institute US, Boulder, Colorado

Room 215

127Examining Problem-Based Learning in Graduate Statistics for the Social SciencesBrief Research ReportProblem-Based Learning (PBL) based in constructivist theory was used to investigate: “What is the impact of a PBL approach in teaching graduate statistics in the social sciences?” Results revealed lower average statistics anxiety levels and higher average levels of project management skills for graduate students in PBL versus non-PBL environments.

Carla J. ThompsonUniversity of West Florida, PensacolaGiang NguyenUniversity of West Florida, Pensacola

Room 219

128Influences of Coaching Knowledge on Teacher ChangeBrief Research ReportChanges in coaching knowledge are tied to teacher improvement. Study found evidence that improvements in coaches’ knowledge of predominant coaching literature are related to improvements in teachers’ MKT and that improvements in coaches’ self assessment of coaching skills are related to improvements in teachers’ MKT, practice, and self-efficacy.

John [email protected]

RMC Research Corporation, Denver, ColoradoDavid A. YoppUniversity of Idaho, Moscow

Room 206

129Initiating Students into Mathematical Discourse InternationallyBrief Research ReportAdvocacy of student mathematical speech in classrooms ignores significant differences in public mathematical discourse and the use of student-to-student mathematical speech in classrooms internationally. Diversity in classroom discourse patterns internationally raises issues for generalized conceptions of quality mathematics teaching.

David ClarkeUniversity of Melbourne, Carlton, Australia

Room 216

37

12:30 p.m.–1:00 p.m.

130Interactions among Learning Trajectories for Length, Area, and Volume MeasurementBrief Research ReportOurresearchteamwillcharacterizetheconceptandstrategygrowthinspatialmeasurementforeightcasestudychildrenoverfouryearsusinghypotheticallearningtrajectories(LTs).OurresultsillustrateinteractionsamongLTsforlength,area,andvolumemeasurement(SaramaandClements2009)acrosspre-Ktograde5.

Cheryl L. EamesIllinois State University, NormalJeffrey E. BarrettIllinois State University, NormalJulie SaramaUniversity of Denver, Colorado

Room 203/204

131Leveraging Simultaneous Renewal in an Era of Mathematics Education ReformBrief Research ReportWewillpresentastudyoftheteachersataK–5schoolwhoparticipatedinaprofessionaldevelopmentprogramthatincludedacoursethatdoubledasapreservicemethodscourse.Thus,preserviceandin-serviceteacherswerestudyingthesamemethodstogether,andineffect,mentoringeachotherintheirlearning.

Damon L. BahrBrigham Young University, Provo, UtahEula E. MonroeBrigham Young University, Provo, Utah

Room 208/209/210

132Middle-School and Secondary Teachers’ Transformative Learning of CenterBrief Research ReportThisstudyinvestigateshowdilemma,criticalreflection,andrationaldiscourseaffectmiddle-schoolandsecondaryteachers’reasoningaboutcenter.Framedbytransformationtheory,thestudyhighlightshowteachers’engagementwithPDactivitiesfocusedontheseelementscanenhanceteachers’understandingsoftraditionallyproblematiccontent.

Susan A. PetersUniversity of Louisville, Kentucky

Room 212

133Professional Development Integrating Math and Language Supports for English LearnersBrief Research ReportSessionwilloverviewastudyofprofessionaldevelopmentformiddle-gradesmathteachersofEnglishlearnersthatisfocusedonlanguagesupportstrategiesanduseofvisualrepresentations.Wewillshareemergentfindingsaboutteachers’increasedfocusondevelopingacademiclanguageanddiscussthesefindingsandimplicationswithparticipants.

Jill M. Neumayer DePiperEducation Development Center, Waltham, MassachusettsJohannah NikulaEducation Development Center, Waltham, MassachusettsMark J. DriscollEducation Development Center, Waltham, Massachusetts

Room 220/221/222

134Teacher Practices for Orchestrating Discussions about Mathematical DefinitionsBrief Research ReportWeexaminehowoneteachersupportedaclassofsixth-gradestudentstomakesenseof,reasonabout,andauthordefinitionsaboutpolygons,triangles,andrelatedproperties.Wedescribeseventeachingpracticesfororchestratingsuchdiscussionsandillustratehowtheteacher’spracticesshiftedinrelationtothestudents’emergentneeds.

Marta KobielaMcGill University, Montreal, CanadaRichard LehrerVanderbilt University, Nashville, Tennessee

Room 205

135Understanding Specialized Content Knowledge at the Middle School LevelBrief Research ReportThisworkinvestigatesmiddleschoolteachers’specializedcontentknowledge.Amodelofmathematicsknowledgeforteachingwasexploredthroughconfirmatoryfactoranalysisonanationallyrepresentativedatasetofmiddleschoolmathematicsknowledgeforteaching.Middleschoolmathematicsteacherswerethenselectedforafollow-upstudy.

Lauren E. ProvostUniversity of New Hampshire, Durham

Room 207

38

12:30 p.m.–1:00 p.m.

136Ways to Elicit Reasoning: Hunt-then-Fish vs. Anticipatory TasksBrief Research ReportBasedonhowthestudentsempiricallyorreflectivelyabstracted,wefoundtwodifferentwaystaskswereimplementedtoelicitgeneralizingandjustifying.Studentsneededtoattendtoatechnicalhandleinordertojustifyanalytically,butwhatenabledthiswasmarkedlydifferentbetweenthetwotaskimplementationtypes.

Robert ElyUniversity of Idaho, MoscowAnne E. AdamsUniversity of Idaho, MoscowVeronica BlackhamUniversity of Idaho, Moscow

Room 214

1:15 p.m.–2:30 p.m.

137Assessing the Eliciting and Interpreting of Students’ Mathematical Thinking Discussion SessionInmanyprofessions,thereisasharedawarenessoftheskillsthatbeginnersbringtoinitialprofessionaltraining.Thisislesstrueinteaching.Thisdiscussionsessionfocusesonthepracticesofelicitingandinterpretingchildren’smathematicalthinkingandexamineswhatisinvolvedinassessingnovices’enteringskills.

Meghan M. ShaughnessyUniversity of Michigan, Ann ArborTimothy BoerstUniversity of Michigan, Ann ArborDeborah Loewenberg BallUniversity of Michigan, Ann Arbor

Room 203/204

138Centering Instruction on Students: Mathematics Teacher Education for EquityResearch SymposiumStudent-centeredinstructionasameansforattendingtoequityinmathematicsclassroomsisexploredthroughthreestudiesofprofessionaldevelopment.Teachereducationresearchersandpre-K–12classroomteacherswilldiscusstheirprogramsandpractices,andtheywillprovideinsightintomultipleapproachestostudent-centeredinstruction.

Anita A. WagerUniversity of Wisconsin–MadisonLaurie RubelCity University of New York, Brooklyn, New York

Mary Q. FooteQueens College-CUNY, Flushing, New YorkKelly HarriganUniversity of Wisconsin–MadisonAJ StachelekCity University of New York, Brooklyn, New YorkKathleen StoehrUniversity of Arizona, TucsonDiscussant: Joi SpencerUniversity of San Diego, California

Room 214

139Exploring and Explaining Trends in NAEP Mathematics PerformanceDiscussion SessionThissessionwillstartwithabriefpresentationofresultsfromtheMainandLong-TermTrendmathematicsNAEPassessmentsandthenmoveintodiscussionofwhytherearesuchvaryinginterpretationsoftheresults.Participantswillbeencouragedtospeculateonwhyweseethetrendsthatwedoandwhatthetrendsmeanforcurriculum,teaching,andpolicy.

Peter KloostermanIndiana University, BloomingtonDoris MohrUniversity of Southern Indiana, EvansvilleCrystal WalcottIndiana University-Purdue University, ColumbusArnulfo PerezIndiana University, BloomingtonMichael RoachIndiana University, BloomingtonFrank K. LesterIndiana University, BloomingtonKathryn EssexIndiana University-Purdue University, ColumbusMichael DaigaIndiana University, Bloomington

Room 212

39

1:15 p.m.–2:30 p.m.

140How Should the Enacted Mathematics Curriculum Be Conceptualized and Studied?Research SymposiumInthissessionparticipantswillconsiderapproachestostudyingtheenactedmathematicscurriculum.Thesessionpresentsseveralresearchapproachesthatfocusondifferentgradelevels,usedifferentmethodologicaltechniques,andconsiderdifferentaspectsofenactment,includingtheroleoftheteacher,students,andthecurricularresources.

Janine RemillardUniversity of Pennsylvania, PhiladelphiaJoshua TatonUniversity of Pennsylvania, PhiladelphiaKara JacksonUniversity of Washington, SeattleIndigo EsmondeUniversity of Toronto, CanadaAnne Garrison WilhelmSouthern Methodist University, Dallas, TexasDiscussant: Mary Kay SteinUniversity of Pittsburgh, Pennsylvania

Room 219


Presider: Karen HollebrandsNorth Carolina State University, Cary

Preservice Elementary Teachers’ Understanding of Fraction Multiplication Onehundredsixty-fourpreserviceteacherswereaskedtowriteastoryproblemandinterpretdrawndiagramsforfractionmultiplication.Typesofinterpretationsofmultiplicationoffractionsusedintheproblemswritten,itsrelationshipwiththeabilitytointerpretdrawndiagrams,andthepresentationoffractionmultiplicationinK–12textbookswillbediscussed.

Jihwa Noh University of Northern Iowa, Cedar FallsKaren Sabey University of Northern Iowa, Cedar Falls

Missing the Core: Classroom Representations of Fraction Multiplication Wepresentananalysisofvisualmodelsoffractionmultiplicationconstructedinfivefifth-gradeclasses.WedescribethewaysinwhichtheCCSSMwereandwerenotreflectedintherepresentations.

Corey Webel University of Missouri, ColumbiaErin Krupa Montclair State University, New Jersey Jason McManus Montclair State University, New Jersey

Iceberg Synthesis of Fraction Learning Related to Manipulatives Use Thisstudyusedaniceberglearningtrajectorytosynthesisdatacollectedcomparinglearningdifferencesrelatedtovirtualandphysicalmanipulativeequivalentfractioninterventioninstructionwithfifth-gradeTierIIstudents.Clustersandsubconceptswereidentifiedinwhichtheaffordancesofonemanipulativefavoredinstructionovertheothermanipulative.

Arla Westenskow Utah State University, Logan Patricia S. Moyer-Packenham Utah State University, Logan

Room 211


Presider: Jeffrey J. WankoSchool of Education, Health, and Society, Miami University, Oxford, Ohio

Covariation and Correspondence Relationships in Elementary Schooling Wefocusondevelopmentofstudents’earlyexpressionofcovariationandcorrespondence(functional)relationshipsthroughinstructionaltaskssupportinggeneralizationofpatternrelationships.Wepresentateachingexperimentconductedinafifth-gradeclassroom,andweexplorestudents’expressionsofthoserelationships.ImplicationsforCCSSMimplementationandresearcharealsodiscussed.

Nicole Panorkou North Carolina State University, Raleigh

Implementing Elementary Mathematics Materials Candistrict-ledelementarymathematicsimprovementeffortsincreasestudentachievement?Wedescribeamixedmethodsprojectstudyingtwelvedistricts’implementationofK–5mathematicsmaterials.InlightoftheCommonCoreStateStandardsforMathematics,thisstudysuggestlessonsabouthowtheconsistentuseofcoherentinstructionalmaterialspairedwithimplementationsupportscanimproveteacheruseofmaterialsandstudentachievement.

Kristen E Reed Education Development Center, Waltham, Massachusetts Jessica M. Young Education Development Center, Waltham, Massachusetts June Mark Education Development Center, Waltham, Massachusetts

Mathematically Gifted Students’ Experiences of Challenge ThisstudyexaminedtheextentthatmathematicallygiftedstudentswerechallengedinelementarymathclassroomsthatusedaCGIproblem-solvingapproach.Anoperationaldefinitionofmathematicalchallengeandaframeworkformeasuringitwerecreatedandusedtosuggestthatthecomplexityoftheproblemsshouldbeincreasedtoelevatechallenge.

Kim Krusen McComas University of Arkansas, Fayetteville

Room 205

40

1:15 p.m.–2:30 p.m.

143Mathematics Teacher Educator: Information for Potential AuthorsDiscussion SessionMembers of the Mathematics Teacher Educator editorial board will share information about the journal and the types of manuscripts that are aligned with the journal’s mission. Advice for both authors and reviewers will be provided.

Margaret [email protected]

University of Pittsburgh, PennsylvaniaMelissa BostonDuquesne University, Pittsburgh, PennsylvaniaDenise A. SpanglerUniversity of Georgia, Athens

Room 220/221/222

144Measuring Implementation of Mathematically Productive Teaching Routines in Urban SchoolsDiscussion SessionIn this session we will discuss a three-year PD project on the innovative Math Studio model. The project involves grades 3–5 teachers, principals, and students from a mid-sized urban public school district. A cluster-randomized efficacy design compares two approaches to PD implemented over three years: Studio Classrooms and Best Practices.

J. Michael ShaughnessyPortland State University, Portland, OregonEva ThanheiserPortland State University, Portland, OregonJulie FredericksTeachers Development Group, West Linn, OregonLinda ForemanTeachers Development Group, West Linn, Oregon

Room 206

145Supporting Fraction Addition and Subtraction Algorithm DevelopmentDiscussion SessionExamine framework of instructional routines resulting from research on teacher practice related to number sense–based estimation in support of students developing algorithms for adding and subtracting fractions. Video cases being designed around framework of instructional routines will be shared and discussed.

Debra I. [email protected]

University of Toledo, OhioRoom 207

146Technological Tasks, Cognitive Demand in Secondary Classrooms, and Teacher EducationResearch SymposiumThe goal of this session is to compare and contrast research findings related to factors influencing cognitive demand of technological tasks that employ dynamic geometry in secondary mathematics classrooms, combined with a discussion of implications for teacher educators.

Charity [email protected]

East Carolina University, Greenville, North CarolinaMilan ShermanDrake University, Des Moines, IowaAllison McCullochNorth Carolina State University, RaleighJennifer NickellNorth Carolina State University, RaleighKayla ChandlerNorth Carolina State University, Raleigh

Room 215

147The Teacher’s Role in Formative Assessment: Finland, Canada, and U.S.Research SymposiumResearchers from three countries—Finland, Canada, and the United States—share the use of formative assessment in mathematics classes in their contexts. Each describes perspectives on formative assessment as well as their current research, with particular attention on the role of the teacher. Witness differences and similarities.

Christine SuurtammFaculty of Education, University of Ottawa, CanadaMartha Jane KochUniversity of Manitoba, Winnipeg, CanadaHeidi KrzywackiUniversity of Helsinki, FinlandDenisse R. ThompsonUniversity of South Florida, Tampa

Room 208/209/210

41

1:15 p.m.–2:30 p.m.

148Writing Research for Teachers: Putting Results into PracticeResearch SymposiumNCTMiscommittedtostrengtheningconnectionsbetweenclassroompracticeandresearchinmathematicseducation.AkeywaytobuildthisconnectionisforresearcherstopublishresearchresultsinthethreeNCTMschooljournals.Workwiththisyear’saward-winningauthorsandjournaleditorstodevelopyourideasforarticles.

Gregory D. FoleyOhio University, AthensAnd members of the editorial panels of Mathematics Teacher, Mathematics Teaching in the Middle School, and Teaching Children Mathematics

Room 216

2:45 p.m.–3:15 p.m.

149Characterizing Contexts That Support Understanding of Integer Subtraction Brief Research ReportThisstudyexaminestheconnectionbetweenstudentdifficultieswithintegersubtraction,specificallysubtractingnegatives,andthecontextsweusetoteachtheoperation.Helpfulcontextsemphasizetheconceptofnetvalue,whichrepresentsthecombinationoftwodistinctandoppositeobjects.

Christy PettisUniversity of Minnesota, St. PaulAran W. GlancyUniversity of Minnesota, St. Paul

Room 211

150Improving Equation Solving and Equal-Sign Understanding with Nonstandard EquationsBrief Research ReportStudentsoftenmisinterprettheequalsignasoperational.Researchershypothesizealackofexposuretononstandardequationscontributestothismisinterpretation.Second-gradestudentsreceivedinstructionwithstandardandnonstandardequations,andequationsolvingandequal-signunderstandingimprovedwithexposuretononstandardequations.

Sarah Rannells PowellUniversity of Texas at AustinMelissa Kypraios DriverUniversity of Virginia, Charlottesville

Room 205

151Learning Integers through Argumentation: Mapping a Learning TrajectoryBrief Research ReportMathematicsinvolvingnegativenumbersisoftencounterintuitiveforstudents.Weaskedrisingfifthgraderstoconfrontdifficultquestionstodowithintegersandtomakesenseoftheseviaargumentation.Wedescribethelearningtrajectorythatwetheorize,drawingondatafromarecentteachingexperiment.

Ian WhitacreFlorida State University, TallahasseeCourtney FlackFlorida State University, Tallahassee

Room 203/204

152Meaningful Discourse in Linguistically Diverse Mathematics ClassesBrief Research ReportThisresearchinvestigatesdiscourseinlinguisticallydiversemathematicsclassrooms.Analysisfocusesonflowandfunctionoftheverbalexchanges.Resultsdemonstratethattheteacher’sroleandspecificverbalmovesarecriticalinprovidingopportunitiesforEnglishlanguagelearnerstoparticipateinmeaningfulmathematicaldiscourse.

Mary P. TruxawUniversity of Connecticut, Storrs

Room 214

153Opportunities for Algebraic Reasoning in the Context of IntegersBrief Research ReportSomestudentscanleverageprinciplesofalgebraicreasoninginproblem-solvingstrategiesforintegertasks.Inthispresentationweconsiderlogicalnecessityandnonequivalenttransformations—twowaysinwhichstudentsengaged,successfullyandunsuccessfully,withalgebraicstructuresandinvarianttransformationswhilesolvingintegerproblems

Jessica Pierson BishopUniversity of Georgia, AthensRandolph PhilippSan Diego State University, CaliforniaLisa L. LambSan Diego State University, California

Room 220/221/222

42

2:45 p.m.–3:15 p.m.

154Preservice Secondary Teachers’ Algebraic Reasoning about Equation SolvingBrief Research ReportOurstudyfocusesonsecondarypreserviceteachers’algebraicreasoningbydocumentingthechoicestheymadewhiledoingalgebraandtheirreflectionsonalgebraicpedagogy.Wewillsharequalitativeresultsofexaminingteacherknowledgethroughpreserviceteachers’explanations,models,language,andconjecturesaboutstudentthinking.

Rick A. HudsonUniversity of Southern Indiana, EvansvilleFrances KeatingUniversity of Nebraska, Lincoln

Room 212

155Preservice Teachers’ Use of Fraction Models: Shifts in ThinkingBrief Research ReportAsfourteenpreserviceteachersengagedinayearlongremedialmathematicsskillscourse,theybegantousemodelstothinkabouttherelationsembeddedinfractions.Theresultsoftheembeddedcasestudyrevealthatmodelingwasanecessarybutnotsufficientmeansforthepreserviceteacherstounderstandfractionsasmeaningfulobjects.

Wendy StienstraThe King’s University College, Edmonton, Canada

Room 208/209/210

156Secondary Mathematical Knowledge for Teaching: Challenges in MeasurementBrief Research ReportThisstudyaddressesthechallengesofdevelopingameasureofsecondarymathematicalknowledgeforteaching(MKT).ThroughmodifyinganelementaryMKTmeasure,thisstudyilluminatedthedifficultyofdevelopingasecondaryMKTmeasurewithappropriatelevelsofdifficulty.ItalsohighlightedtheneedtobetterconceptualizesecondaryMKT.

Erin BaldingerStanford University, California

Room 216

157Supporting Middle School Learners’ Understanding of Rate and ProportionalityBrief Research ReportThissessionreportsonacurricularactivitysystemusedwithmiddleschoollearnersandteachers.Findingsdocumentalargeandsignificanteffectsizeforstudentswhoweretaughtusingatextbookreplacementlearningmodulethatintegrateddynamictechnologyandwassupportedbyfocusedteacherprofessionaldevelopment.

George J. RoyUniversity of South Carolina, ChapinVivian FueyoUniversity of South Florida St. PetersburgPhil J. VaheySRI International, Menlo Park, California

Room 206

158Supporting Prospective Elementary Mathematics Teachers’ Learning through Book StudyBrief Research ReportInthisdesignstudy,weexploredtheextenttowhichsixstudentteachersusedCGIworkandtheFivePracticestofacilitatemathematicallyrichdiscussionsingrades3–5classroomsafterparticipatinginamodelforteacherlearningthatinvolvedprofessionaldevelopmentwiththeircooperatingteachers.Resultswillbeshared.

Gemma F. MojicaUniversity of North Carolina at Chapel HillStephanie WrightUniversity of North Carolina at Chapel Hill

Room 215

159The Impact of a Dynamic Geometry-Centered Teacher Professional Department Program Brief Research ReportThisstudyinvestigatedtheimpactofadynamic-geometry-centeredprofessionaldevelopmentprogram.Teachersintheexperimentalgroupscoredhigherinaconjecturingandprovingtestthandidteachersinthecontrolgroup.Thestudentsofexperimentalteacherssignificantlyoutperformedthoseofcontrolteachersinageometryachievementtest.

Zhonghong JiangTexas State University, San MarcosAlexander WhiteTexas State University, San MarcosM. Alejandra SortoTexas State University, San Marcos

Room 207

43

3:30 p.m.–4:00 p.m.

160Adoption + Adaptation: Compatibility of Different Lesson Studies for U.S. ContextsBrief Research ReportDifferentformsofEastAsianlessonstudyprovidedifferentbenefitsforU.S.mathematicsteachers.VariousformsofChineselessonstudy—includingmodellessonsbymasterteachers,exemplarylessondevelopment(keli),andteacherresearchgroups—mayserveasviablesubstitutesfor(andperhapsevenaprecursorto)Japaneselessonstudy.

Thomas E. RicksLouisiana State University, Baton RougeYudong YangShanghai Academy of Educational Sciences, Shanghai, China

Room 215

161Advanced Placement Statistics Teaching KnowledgeBrief Research ReportResearchinstatisticseducationislackingabenchmarkthatdescribesthetypesofteachingknowledgerequiredofAdvancedPlacementStatisticsteachers.Tofillinthisgap,anAdvancedPlacementStatisticsTeachingKnowledge(APSTK)assessmentiscreatedtouncoverrelationshipsamongassessmentscoresandteachercharacteristicvariables.

Brenna J. HainesThe George Washington University, McPherson, Kansas

Room 211

162Identifying Primary Students in Need of Intervention: Primary Mathematics AssessmentBrief Research ReportThereisaneedforearlyidentificationofstudentswhoareexperiencingdifficultiesinmathandimmediateandtargetedinterventiontobuildfoundationalskillsandknowledge.ThisstudydemonstratetheeffectivenessofthePMAasanearlymathscreener,assessingfourcomprehensiveareas(number,relationships,measurement,andspace).

Jonathan BrendefurBoise State University, IdahoMichele Brown CarneyBoise State University, IdahoKeith ThiedeBoise State University, Idaho

Room 212

163Mathematics Teacher Educators’ Classroom Practices from K–8 Mathematics Content CoursesBrief Research ReportWewillpresenttheresearchfindingsfromanalyzingthirty-threeclassroomvideosoffiveexperiencedmathematicsteachereducators(MTEs)teachingK-8mathematicscontentcourses.OurfindingsincludespecificpracticesthatMTEsemployedtosupportpreserviceteachers’developmentofPedagogicalContentKnowledgeandSubjectMatterKnowledge.

Aina K. AppovaThe Ohio State University, MarionCynthia E. TaylorUniversity of Pennsylvania, Millersville

Room 205

164Measuring Instruction in Elementary Mathematics ClassroomsBrief Research ReportIntroducinganewmathematicsinstructionalmeasure,theComprehensiveMathematicsInstruction(CMI)ObservationProtocol!Sixconstructsimportanttoattainingstudentmathematicalunderstandingaremeasured.Thevalidatedprotocolandconstructswillbediscussed.

Sue A. WomackUtah Valley University, OremSterling C. HiltonBrigham Young University, Provo, Utah

Room 203/204

165Preservice Elementary Teachers’ Visions and Enactment of Mathematical Discussions Brief Research ReportSessionfocusesonPSTs’visionsofmathematicaldiscussionsonproblem-solvingtasksandhowvisionsandenactmentsalign.TwovideoclipsofPSTsandchildrendiscussingproblem-solvingtaskswillbesharedandcomparedagainstPSTs’taskdialogues,imaginedrepresentationsofhypotheticalstudent-teacherdiscussions.

Allyson Hallman-ThrasherOhio University, Athens

Room 214

44

3:30 p.m.–4:00 p.m.

166Proof and Reasoning in Secondary School Algebra TextbooksBrief Research ReportThispresentationwillbeonapaperexploringtheextenttowhichthemodelingofdeductivereasoningandproof-typethinkingoccursinsecondaryschoolmathematicscoursesinwhichstudentsarenotexplicitlypreparingtowriteformalmathematicalproofs.

Philip DituriNew Design High School, New York, New York

Room 208/209/210

167Teacher Fidelity Decisions and Their Impact on Lesson EnactmentBrief Research ReportMakingappropriatefidelitydecisionsisimportantinusingcurriculumtodesigninstruction.Weidentifykindsoffidelitydecisionsthatsignificantlyimpactthelessonenactmentandhighlighthowsuchfidelitydecisionssupportorhindermeetinglessongoalsthroughtheenactedlessons.

Ok-Kyeong KimWestern Michigan University, KalamazooNapthalin A. AtangaWestern Michigan University, Kalamazoo

Room 207

168Teacher Time-Out: Supporting the Collective Learning of EducatorsBrief Research ReportThispresentationisananalysisofanorganizationalroutinethattransformedtheinteractionsbetweencoachesandelementaryteachersbyallowingforin-the-momentco-problemsolving.Theroutinesupportedteachers’collaborativelearningastheyworkedtogethertorefinetheirunderstandingofstudents’reasoninganddevelopambitiouspractices.

Lynsey K. GibbonsUniversity of Washington, SeattleElizabeth HartmannUniversity of Washington, SeattleAllison HintzUniversity of Washington, Bothell

Room 206

169Teachers’ Problem-Posing Responses to Children’s Mathematical ThinkingBrief Research ReportThisstudyexaminedthepracticesoftwentyteacherswhoparticipatedinprofessionaldevelopmentaroundchildren’smathematicalthinkingwiththeintenttogenerateadevelopmentaltrajectorythatdescribeshowonespecificskill—respondingtochildren’smathematicalthinkingthroughproblemposing—progressesinteachers.

Tonia LandDrake University, Des Moines, IowaAndrew TyminskiClemson University, South Carolina

Room 216

170Teachers’ Reasoning about Proportional Relationships as “Variable Parts”Brief Research ReportWepresentaperspectiveonratiosandproportionalrelationshipswecallfixednumberofvariablepartsthathasbeenlargelyoverlookedbyresearch.Wethenreportresultsfromanongoingstudyofprospectivemiddlegradesteachers’capacitiesforreasoningaboutratiosandproportionalrelationshipsfromthisperspective.

Sybilla BeckmannUniversity of Georgia, AthensAndrew IzsakUniversity of Georgia, Athens

Room 220/221/222

171Three Levels of Units: Necessary for Intensive Quantity, but InsufficientBrief Research ReportManywaysofreasoningquantitativelyrequiretakingthreelevelsofunitsasgiveninoperating.Yetseveralsignificantdifferenceswereobservedinhowstudentsreasonedwiththreelevelsofunits.Theimplicationsofthesedifferencesforstudents’abilitiestoreasonwithproportionalrelationshipsandintensivequantitieswillbediscussed.

David R. Liss IIUniversity of Georgia, Athens

Room 219

Index of Speakers

Adams, Anne .........................................136Afonso, Robert ........................................22Aizikovitsh-Udi, Einav ............................36Amador, Julie ........................................116Anastasopoulos, Louisa ............................30Appelgate, Mollie ..............................58, 82Appova, Aina .........................................163Arbaugh, Fran .......................................100Arshavsky, Nina .......................................53Atanga, Napthalin .................................167Avineri, Tamar .......................................119Bachman, Rachel .....................................29Bahr, Damon .........................................131Baldinger, Evra ......................................118Baldinger, Erin ......................................156Ball, Deborah ............................65, 81, 137Banilower, Eric ........................................90Bannister, Nicole .....................................79Barrett, Jeffrey .................................35, 130Barth, Hilary ...........................................62Bass, Hyman ...........................................65Battista, Michael .............................51, 108Battista, Kathryn .....................................51Beckmann, Sybilla .................................170Bennett, Cory .........................................31Berry, Robert ...............................27, 40, 59Bieda, Kristen ..........................................83Bishop, Jessica .................................67, 153Black, Ashli .............................................79Blackham, Veronica ...............................136Blanton, Maria ........................................45Blasi, Zuzka .............................................30Boerst, Timothy ....................................137Booth, Julie .............................................11Borko, Hilda ...........................................82Bose, Enakshi ..........................................97Boston, Melissa .....................................143Boyer-Thurgood, Jennifer ........................27Brasel, Jason ............................................58Brendefur, Jonathan ........................86, 162Bressoud, David ......................................64Brizuela, Barbara .....................................45Bryant, Diane ..........................................34Buchbinder, Orly ....................................66Buenrostro, Patricia ...............................123Bullock, Emma .......................................27Bush, William .........................................38Cai, Jinfa .........................................39, 103Cai, Li .....................................................89Callahan, Patrick .....................................89Campbell, Patricia ...................................44Cao, Yiming ............................................36Carey, Roderick .......................................12Carney, Michele ..............................86, 162Casad, Bettina .........................................19Casey, Stephanie ......................................60Caswell, Beverly ....................................112Cayton, Charity ............................113, 146Chandler, Kayla .....................................146Chang, Briana .......................................102Chappell, Michaele .................................85Chauvot, Jennifer ....................................25

Chazan, Daniel ...............................66, 115Che, S. Megan .......................................106Cheng, Yiling ..........................................98Choi, Kyong Mi ........................................2Chval, Kathryn ................................57, 117Cirillo, Michelle ................................39, 83Civil, Marta ...........................................115Clark, Faye ..............................................84Clarke, David ..................................36, 129Clements, Douglas ........................9, 27, 35Cole, Shelbi .............................................89Copur-Gencturk, Yasemin .......................41Correnti, Richard ....................................81Crombie, Bill ..........................................43Cromley, Jennifer ..................................102Cullen, Craig ...........................................52Daiga, Michael ......................................139de la Torre, Jimmy .................................125DeJarnette, Anna .....................................50DelMas, Robert .......................................24Dietiker, Leslie ......................................116Dimmel, Justin ................................66, 117Dituri, Philip .........................................166Dominguez, Higinio ...............................77Dominick, Ann .......................................84Dookie, Lesley .........................................99Dorko, Allison .......................................117Dougherty, Barbara .................................34Drake, Corey ...................................73, 116Driscoll, Mark .......................................133Driver, Melissa ......................................150Eames, Cheryl .................................35, 130Earnest, Darrell .....................................116Ebby, Caroline .........................................41Edmunds, Julie ........................................53Eisenhardt, Sara ...............................41, 114Eli, Jennifer .............................................10Ellis, Amy ................................................26Ely, Robert ............................................136Erickson, Ander ......................................66Ernie, Kathryn ......................................101Eskelson, Samuel .....................................48Esmonde, Indigo .............................75, 140Essex, Kathryn ......................................139Eyer, Francie ............................................11Ferrini-Mundy, Joan .................................59Fetter, Annie ............................................79Fish, Michael .........................................120Fisher, Molly ...................................41, 114Flack, Courtney .....................................151Foley, Gregory .......................................148Fonger, Nicole .........................................58Foote, Mary ..........................................138Foreman, Linda .....................................144Fraser, Sherry ...........................................39Fredericks, Julie .....................................144Freeburn, Ben ........................................100Fricchione, Cheryl .....................................5Fueyo, Vivian ........................................157Gadanidis, George ...................................46Gallivan, Heather ..................................109Garcia, Nicole .........................................65

Garrison, Anne ........................................81Gates, Miriam .........................................30Gibbons, Lynsey ......................81, 168, 120Gichobi, Mary .........................................14Gilbert, Michael ..............................28, 121Gilbertson, Nicholas ................................76Gine, Roser .............................................37Glancy, Aran .........................................149Gleason, Jim ............................................23Goffney, Imani ........................................25Gonzalez, Gloriana ............................10, 29Gregson, Susan ................................40, 123Greive, Elizabeth .....................................86Griffin, Matt ...........................................12Gropen, Jess ............................................30Gutierrez, Rodrigo ................................123Gutstein, Eric (Rico) .............................123Hackenberg, Amy ...................................26Haines, Brenna ......................................161Haines, Anneliese ....................................13Hale, Patricia ...........................................19Hallman-Thrasher, Allyson ..............29, 165Hanby, Kristi ...........................................66Hand, Brian ..............................................2Hargunani, Andre ...................................43Harper, Frances .......................................61Harrigan, Kelly ................................27, 138Hartmann, Elizabeth .............................168Hatfield, Larry ........................................44Hawley, Natalie .......................................57He, Jia .....................................................98Heck, Daniel ...........................................68Hedgepeth, Shauna .................................79Heppen, Jessica .......................................80Herbel-Eisenmann, Beth .........................47Herbst, Patricio ...............................66, 117Hickman, Judy ........................................89Hilton, Sterling .....................................164Hintz, Allison ........................................168Hirsch, Christian .....................................39Hofacker, Erick .....................................101Hollebrands, Karen ...........15, 85, 113, 141Horn, Ilana .......................................58, 79Hsu, Eric .................................................64Hu, Sihua ................................................91Hudson, Rick ........................................154Hughes, Gwyneth ...................................86Hunsader, Patricia ...................................18Hunt, Jessica ...........................................27Hyler, Maria ............................................12Industrial Areas Foundation, OneLA- .....43Izsak, Andrew ..........................67, 122, 170Jackson, Kara ...................................81, 140Jacobson, Erik .......................................122Jaffer, Fatima .........................................112Jarry-Shore, Michael ................................94Jensen, Jessica ......................................2, 95Jiang, Zhonghong .................................159Johanning, Debra ............................32, 145Johnson, Heather ............................26, 120Johnson, Raymond ..................................92Jones, Ryan .............................................86

45

46

Index of Speakers (continued)

Jong, Cindy .....................................41, 114Joswick, Candace .............................51, 108Kamikawa, Kara ......................................61Kane, Britnie .....................................58, 82Kara, Melike ............................................52Karp, Karen .......................................34, 83Karunakaran, Shiv .................................100Keating, Frances ....................................154Keazer, Lindsay .......................................47Kersting, Nicole ....................................122Kilpatrick, Jeremy .................................122Kim, Ok-Kyeong ...................................167King, Karen .................................34, 59, 83Klein, Valerie .............................................5Kloosterman, Peter ................................139Kobiela, Marta ......................................134Koch, Martha ........................................147Koellner, Karen .......................................82Kombe, Dennis .....................................106Konold, Cliff ...........................................24Konuk, Nursen ......................................100Krupa, Erin .....................................57, 141Krzywacki, Heidi ...................................147Lamb, Lisa ............................................153Land, Tonia ...........................................169Laney, JoAnna .........................................84Langrall, Cynthia ....................................67Lanier, Justin ...........................................79Lara-Meloy, Teresa ...................................87Larnell, Gregory ........................................7Larsen, Sean ............................................64Leatham, Keith ................................42, 113Lee, KoSze .............................................117Lee, Hwa Young ......................................26Lee, Carrie ..............................................86Lehrer, Richard ..........................24, 83, 134Leonard, Jacqueline ...............................115Lesseig, Kristin ......................................118Lester, Frank ..........................................139Leveille Buchanan, Nicole .......................96Levine, Arthur ......................................22.1Leyva, Luis ..............................................72Lim, Vivian .............................................56Lingo, Amy .............................................34Liss II, David ...................................26, 171Livers, Stefanie ........................................23Lloyd, Gwen .........................................110LópezLeiva, Carlos ..................................40Louie, Josephine ......................................30Luberoff, Eli ............................................89Lynch, Courtney ...................................110Magiera, Marta ......................................104Males, Lorraine ...............................76, 116Maloney, Alan .......................................119Malzahn, Kristen .....................................68Marfai, Frank ..........................................70Mark, June ............................................142Martin, Danny ........................................33Marzocchi, Alison ...................................40Massey, Christine ....................................35Mayer, John .............................................84McCallum, William ................................89

McClain, Oren ........................................55McClellan, Lynette ....................................1McCloskey, Andrea ...............................110McComas, Kim .....................................142McCulloch, Allison ...............................146McGee, Anna ..........................................96McKinney de Royston, Maxine ...............33McManus, Jason ....................................141McNamara, Julie .....................................65Merritt, Eileen .........................................57Mesa, Vilma ............................................64Miller, Amanda .......................................28Mittag, Kathleen ...................................107Mohr, Doris ..........................................139Mojica, Gemma ....................................158Molnar, Adam .........................................60Monroe, Eula ........................................131Morissette, Michael ...............................124Moses, Robert .........................................43Moyer, John ..........................................103Moyer-Packenham, Patricia .............27, 141Munter, Charles ......................................81Murata, Aki .............................................61Nasir, Na’ilah ...........................................33Nazemi, Mahtab ....................................111NCTM Research Committee Members ...44Nelson, Courtney ..............................57, 68Neumayer DePiper, Jill ..........................133Newton, Jill .............................................73Ng, Dicky ...............................................78Nguyen, Giang ......................................127Nickell, Jennifer ....................................146Nickerson, Susan .....................................87Nikula, Johannah ..................................133Noh, Jihwa ............................................141Nurnberger-Haag, Julie .............................8Okumuş, Samet ......................................15Olson, Judith ..........................................88Olson, Melfried .......................................88O’Neill, Michaela ....................................65Orozco, José ............................................43Orrill, Chandra .....................................122Otten, Samuel .........................................76Panapoi, Ronnachai ...................................4Panorkou, Nicole ..................................142Paré-Blagoev, E. .......................................11Parker, Patrice ..........................................93Parrish, Sherry .........................................84Patton, Charles ........................................87Peck, Frederick ......................................126Pelesko, John ...........................................39Perez, Arnulfo ........................................139Perry, Ayanna ..........................................69Peters, Susan ..........................................132Peterson, Blake ........................................42Pettis, Christy ........................................149Phelps, Christine ...................................105Philipp, Randolph ...........................66, 153Phillip, Randy .........................................83Phillips, Elizabeth ....................................39Piecham, Mary Beth ................................30Post, Thomas ...........................................38

Powell, Sarah .........................................150Provost, Lauren .....................................135Pugalee, David ........................................16Rasmussen, Chris ....................................64Reed, Kristen .........................................142Reinke, Luke ...........................................54Remillard, Janine ...................................122Remillard, Janine ...................................140Reys, Robert ............................................38Rice, Lisa .................................................49Ricks, Thomas .......................................160Rimm-Kaufman, Sara ..............................57Rivera, Ferdinand .....................................59Roach, Michael .....................................139Robison, Victoria ..................................103Rogers, Kimberly .....................................76Ronau, Robert .........................................16Roy, George .....................................87, 157Rubel, Laurie .............................32, 85, 138Sabey, Karen ..........................................141Saldanha, Luis .........................................32Sanchez Leal, Lina ...................................13Sarama, Julie .....................................9, 130Schack, Edna ...................................41, 114Scheuermann, Amy .................................28Serros, Sherrie .......................................101Sharma, Anu ...........................................71Shaughnessy, J. Michael .............44, 60, 144Shaughnessy, Meghan ......................65, 137Sherman, Milan ....................................146Shumway, Jessica .....................................27Shusterman, Anna ...................................32SIG/RME Board of Directors Members ..44Silverman, Jason ........................................5Simpson, Amber ....................................106Sirinides, Philip .......................................41Sjostrom, Mary Pat ..................................31Sloane, Finbarr Barry................................59Slovin, Hannah .......................................88Smith, Margaret ..............................48, 143Smith, Jack ..............................................35Smith, Adrienne ......................................57Sorensen, Nick ........................................80Sorto, M. Alejandra ...............................159Sowder, Judith .........................................44Spangler, Denise ........................73, 83, 143Spencer, Joi ...........................................138Spitzer, Sandy ..................................41, 105Stachel, Suzanne ......................................80Stachelek, AJ ...................................85, 138Steele, Mike .............................................30Stein, Mary ...........................................140Stephan, Michelle ................34, 58, 83, 118Stevens, Samantha ...................................85Stevens, Harriette ....................................87Stienstra, Wendy ...................................155Stinson, David ........................................33Stockero, Shari ................................42, 113Stoehr, Kathleen ....................................138Stohlmann, Micah .................................116Stone, Jami ..............................................28Stylianides, Gabriel ..................................63

47

Index of Speakers (continued)

Stylianides, Andreas .................................63Stylianou, Despina ..................................57Sutton, John ..........................................128Suurtamm, Christine .............................147Switala, Michelle .....................................85Sztajn, Paola ............................................17Tarr, James ..............................................83Tassell, Janet ....................................41, 114Taton, Joshua ........................................140Taylor, Cynthia .....................................163Terry, Candace ........................................85Thanheiser, Eva .....................................144Thiede, Keith ............................86, 162, 86Thomas, Jonathan ...................41, 114, 120Thompson, Denisse .........................18, 147Thompson, Bruce ..................................107Thompson, Carla ..................................127Thompson, Patrick ..................................24Thunder, Kateri .......................................40Tjoe, Hartono .......................................125Torres-Ardila, Fabián .......................28, 121Traynor, Anne .........................................47Treisman, Philip Uri ...........................124.1Triggs, Mariel ..........................................61Truxaw, Mary ..................................89, 152Tucker, Stephen .......................................27

Tyminski, Andrew .................................169Umland, Kristin ......................................89Vahey, Phil ......................................87, 157van den Kieboom, Leigh .......................104Van Dine, Douglas ..............................9, 27van Garderen, Delinda ............................28Van Zoest, Laura .....................................42Venenciano, Linda ...................................88Vilson, José .............................................79Vukovic, Rose ..........................................34Wager, Anita ....................................27, 138Walcott, Crystal ....................................139Walker, Erica ...................................86, 115Walkowiak, Temple .................................86Walters, Kirk ...........................................80Wanko, Jeffrey ...........................32, 83, 142Warburton, Trevor .....................................6Warshauer, Hiroko ..................................74Wasserman, Nicholas ...............................60Wawro, Megan ........................................83Webb, Jared .............................................17Webel, Corey .........................................141Weber, Eric ...........................................117Webster, Megan .......................................82Wedow, Mary ..........................................30Weis, Aaron .............................................90

Weiss, Michael ......................................124Westenskow, Arla ....................................27Weston, Tracy ..........................................23Whitacre, Ian ........................................151White, Alexander ..................................159Wickstrom, Megan ....................................3Wilhelm, Anne ......................................140Williams, Rhonda ...................................20Wills, Theodore .....................................102Wilson, David .........................................60Wilson, P. Holt ........................................17Wilson, Jonee ....................................58, 82Witzke, Ingo ...........................................21Womack, Sue ........................................164Wright, Stephanie ..................................158Yang, Yudong ........................................160Yanisko, Emily ......................................118Yopp, David ....................................29, 128Young, Jessica ........................................142Zahner, William ......................................22Zbiek, Rose .............................................83Zelkowski, Jeremy ...................................23Zenigami, Fay .........................................88Zientek, Linda .......................................107Zorin, Barbara .........................................18

48

Notes


Join your fellow researchers at NCTM’s 2015 Research Conference.With enhanced support for the promotion and tenure process,this conference will offer you opportunities to—

• Receive feedback on your work, and benefit from exposureto alternative points of view.

• Examine and discuss current issues in mathematicseducation.

• Capitalize on the collective wisdom availablewhen researchers and practitioners cometogether to discuss mathematics educationand research.

• Interact and network with new scholars andveteran researchers in the field.

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