2013 Conference Proceedings - University of Nevada, Las Vegas

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Based on the student responses, threaded discussion boards were useful when learningmathematics; however, when asked which interaction variable students preferred only a smallpercentage indicated the use of threaded discussion (less than 4%). Students spent an average of8.43 minutes engaging with each post in their respective classes. The differences in discussionboard usage between courses varied. Geometry students spent an average of 13 minutes more oneach threaded discussion than the pre-algebra and algebra subgroups. (t = -4.878, df = 169.10,p
curriculum. The nature of the online content itself, without direct influence from the teacher,must be strong on its own.When asked the overall effectiveness of threaded discussion boards for learning mathematics,a small number of students indicated that threaded discussion boards were effective. It isimportant to note that threaded discussions were not a requirement of the course. Geometrystudents’ motivation to use threaded discussion as a means to get help was not influenced by anexternal influence of a graded course requirement; this suggest a need, lends itself for moreresearch.An examination of synchronous interactions revealed that students felt that synchronousactivities were an effective way of learning mathematics and half reported that this modality wastheir choice interaction. Again, for this study, participation in such synchronous activities wasnot a requirement of the course. For pre-algebra and algebra students, their preferred interactionfor learning mathematics online was through synchronous activities. This was explained by thehigher levels of participation between the pre-algebra/algebra and geometry subgroups.However, there is little research on the effectiveness of synchronous activities. Only one studycited that synchronous activities produced no notable differences in achievement (Lou et al.,2006). This indicates the need for more research.There were several limitations in this study. First, the survey analysis depended on theinformation provided by the students themselves. It also depended on the students’ eagerness toparticipate in the study and on their truthfulness. Next, there are limitations with the interactionslogs. There is no way to account for the actual use other than the time recorded. For example, ifstudents merely log into the content and walked away from the computer the time is logged bythe computer as active. There no way to differentiate this type of logged activity from a studentwho is actively reading the content. However, the same can be argued with a student sitting in aclassroom who does not pay attention to the teacher. Further, one could argue that one course;geometry may have more interaction opportunities than say the algebra courses, therefore mayexplain the elevated participation time online.The collection of synchronous interactions is not without flaw. The synchronous collection ofdata was based on student login information. If a student did not properly log in, their attendancewas not recorded. Future upgrades to the system will include integration with students’identifiable information. Additionally, use of threaded discussion board and synchronousProceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 168
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….where the Mathematicscomes swee
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THANK YOU TO OUR REVIEWERSKeith Ado
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Table of ContentsPreservice Teacher
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Support for Students Learning Mathe
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own problem solving, which is criti
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to get started and persistence. Tea
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Posamentier, A. S., Smith, B. S., &
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conceptual understanding, applicati
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Table 1Identified Mathematical Prac
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justify their statements, included
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Finally, engagement in MP.6 was ass
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PRESERVICE TEACHERS’ EMOTIONAL EN
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“experiences that are charged wit
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Number of journals containingEmotio
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ConclusionsStruggle and frustration
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Mathematics Teacher Candidates’ U
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function and applied the vertical l
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semester, about half of the course
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They further state that “the impo
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C. Laborde (Eds.) International Han
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(SCK), or knowledge of mathematics
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level of difficulty for each partic
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MKT Measures ScoresMathematics in G
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deep rooted belief in a single way
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THE INTERVIEW PROJECTAngel Rowe Abn
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involving addition and subtraction:
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6+7 4+9=6+(6+1) Substitution =4+(10
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We strongly believe that this inter
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AN INNOVATIVE APPROACH FOR SUPPORTI
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Practice throughout the investigati
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are expected to pursue. Teacher not
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students to organize their reports
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Slovin, H., Venenciano, L., Ishihar
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The research presented in this pape
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students’ confidence. Because bel
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triangulation necessitated examinat
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their ability to teach the mathemat
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SPATIAL REASONING IN UNDERGRADUATE
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journal prompt would be given as a
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given to the 33 students on the MPI
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to advance our way of life, then sp
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STUDENT CONCEPTIONS OF “BEST” S
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students are likely to interact wit
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opinion of the student body. This q
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At the highest level of reasoning a
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APPENDIXTo use two decks of cards t
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isolated and often occur in tandem
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with the CCSSM. Teachers read and d
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teachers’ role-play of SFMP #4. A
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Durkin, D. (1978-1979). What classr
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as well as the alignment between th
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Table 2Number of teachers per grade
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Table 4Classification Categories fo
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field so that research on the initi
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dynamic approach to learning conten
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Kindergarten Lesson FormatHow May W
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team’s goals? As much as possible
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6. While preparing the lesson, teac
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active learning and collective part
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classroom. “I would like to know
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I had never been brave enough to tr
Page 123 and 124: THE PATH OF REFORM IN SECONDARY MAT
Page 125 and 126: Our collaboration model was formed
Page 127 and 128: internal evaluator) were analyzed.
Page 129 and 130: DiscussionOn part I of the survey t
Page 131 and 132: whole department of secondary mathe
Page 133 and 134: discussion. Many texts include wild
Page 135 and 136: Data collection consisted of tests,
Page 137 and 138: I've not used children's literature
Page 139 and 140: could extend this inquiry to high s
Page 141 and 142: course titled Calculus with Busines
Page 143 and 144: no mathematical sense and should no
Page 145 and 146: Adopts the “111” (a term coined
Page 147 and 148: Specifically, clicking the “Click
Page 149 and 150: algebraic expression is carried out
Page 151 and 152: Retrieved from http://secc.sedl.org
Page 153 and 154: furthermore, each model may result
Page 155 and 156: After instruction in the course, th
Page 157 and 158: Table 4The group’s categories and
Page 159 and 160: you choose three place values, æ 4
Page 161 and 162: APPENDIXTable 5Description of Combi
Page 163 and 164: of the presented number. Later, the
Page 165 and 166: Figure 1: Mean trajectories and MD
Page 167 and 168: Figure 2: Mean trajectories and MD
Page 169 and 170: Performance, 33, 1410-1419.Cohen Ka
Page 171 and 172: Moyer, 2007). At his or her own pac
Page 173: logged by the system and then retri
Page 177 and 178: Cox, G., Carr, T., & Hall, M. (2004
Page 179 and 180: curriculum locally, within individu
Page 181 and 182: Popularity tallied whether or not a
Page 183 and 184: Amazingly, despite there being a fe
Page 185 and 186: ReferencesBlack, M. (1962). Models
Page 187 and 188: connections are connections or rela
Page 189 and 190: Table 1Instructional TasksSquareTab
Page 191 and 192: t-charts made it easier for student
Page 193 and 194: Figure 2. A Display of Student Stra
Page 195 and 196: ReferencesAnderson, J. R., Greeno,
Page 197 and 198: their parents in phenotype (observa
Page 199 and 200: student learning calls for differen
Page 201 and 202: Figure 2. (A) P3. (B). Extension of
Page 203 and 204: the usual phenotypic assessments an
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Page 207 and 208: expected to learn and the inquiry a
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Page 211 and 212: hard for some children? The nature
Page 213 and 214: Lakoff and Nunez: specifically, tha
Page 215 and 216: Figure 5: Average hand trajectories
Page 217 and 218: Figure 6: Distributions of maximum
Page 219 and 220: ReferencesAnderson, J. R. (2005). H
Page 221 and 222: Social system perspectives view the
Page 223 and 224: urged students to think of some way
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Figure 1: The Discourse Patterns Du
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Figure 3 blow illustrates the devel
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2013 Conference Proceedings - University of Nevada, Las Vegas

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