2013 Conference Proceedings - University of Nevada, Las Vegas

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activities was not currently required by all instructors; this may have influenced students’perceived usefulness and actual interaction.When teachers and administrators are making decisions regarding the online option for theirstudents, considerations need to be made with respect to synchronous and asynchronousinteractions. This study revealed that the importance of a strong interactive mathematicscurriculum is vital for student achievement. Students need the opportunity to not only passivelyread a rich mathematical content, but also be an active participant engaging in simulations thatallows for the transfer of mathematical knowledge to mathematical practice and application.This study also revealed that the use of threaded discussion boards should be done withcaution. Threaded discussion boards can be a powerful tool if used properly. Teachers andstudents can engage in rich mathematical dialogue within the comforts of their own time andlearning environments. Participants can thoroughly research questions and answers beforeengaging and responding, thereby strengthen the mathematical dialogue.Finally this study showed the power of synchronous interactions. Online course are oftenused to remediate mathematics skills to the most struggling students. Often students are givenaccess to software in to supplement the current learning environment. However students,especially low-level students should not be learning online in complete isolation. As seen fromthis study, algebra and pre-algebra benefited from the synchronous interactions. Students wereable to directly ask their questions in real-time, there by fostering deeper relationships with theirteacher.There is limited in research pertaining to online learning, specifically learning mathematics.Future research must focus not only on higher education, but more importantly on the k-12learning population. This study showed the importance of interactions in general, but futurestudies are necessarily to find the power of such interactions. Future investigations must studyeach interaction, and combination of, as they influence not only the perception of learningmathematics, but also overall mathematical achievement.ReferencesAnderson, T. (2003). Getting the mix right again: An updated and theoretical rationale forinteraction. International Review of Research in Open and Distance Learning, 4(2), 1-14.Anderson, T., & Kuskis, A. (2007). Modes of interaction. In M. G. Moore (Ed.), Handbook ofdistance education (2 nd ed.). (pp. 295-310). Mahwah: Lawrence Erlbaum Associates.Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning.Madison, Wisconsin: Atwood Publishing.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 169
Cox, G., Carr, T., & Hall, M. (2004). Evaluating the use of synchronous communication in thetwo blended courses. Journal of Assisted Learning, 20, 183-193.Holden, J. T., & Westfal, P. J. L. (2010). An instructional media selection guide for distancelearning - Implications for blended learning. Retrieved fromhttp://www.usdla.org/assets/pdf_files/AIMSGDL%202nd%20Ed._styled_010311.pdfLou, Y., Bernard, R. M., & Abrami, P. (2006). Media and pedagogy in undergraduate distanceeducation: A theory-based meta-analysis of empirical literature. Educational TechnologyResearch and Development, 54(2), 141-176.Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6.Moore, M. (2007). The theory of transactional distance. In M. Moore (Ed.), Handbook ofdistance education (2 nd ed.). (pp. 89-108). Mahwah: Lawrence Erlbaum Associates.North American Council for Online Learning (2007). Top ten myths about virtual schools.Retrieved fromhttp://www.inacol.org/research/docs/Ten%20Myths%20About%20Virtual%20Schools.pdfPicciano, A., & Seaman, J. (2009). K-12 online learning: A 2008 follow up of the survey of U.S.school district administrators. The Sloan Consortium.Project Tomorrow (2010). Learning in the 21st century: 2010 trends update. Retrieved fromhttp://www.tomorrow.org/speakup/learning21Report_2010_Update.htmlSimonsen, L., & Banfield, J. (2006). Fostering mathematical discourse in online asynchronousdiscussions: An analysis of instructor interventions. Journal of Computers inMathematics and Science Teaching, 25(1), 41-75.Smith, G. G., Ferguson, D., & Caris, M. (2003). The web versus the classroom: Instructorexperiences in discussion-based and mathematics-based disciplines. Journal ofEducational Computing Research, 29(1), 29-59.Snelson, C. (2002). Online mathematics instruction: An analysis of content. Paper presented atthe Northern Rocky Mountain Educational Research Association Conference, Estes Park,CO.Suh, J., & Moyer, P. (2007). Developing students' representational fluency using virtual andphysical algebra balances. Journal of Computers in Mathematics and Science Teaching,26(2), 155-173.Wahlstrom, C., Williams, B. K., & Shea, P. (2003). The successful distance learning student.Belmont, CA: Wadsworth/Thomson Learning.Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. TheModern Language Journal, 81(4), 470-481.Watson, J. F., & Ryan, J. (2006). Keeping pace with K-12 online learning: A review of statelevelpolicy and practice. Retrieved fromhttp://www.learningpt.org/pdfs/tech/Keeping_Pace2.pdfWatson, J. F. (2007). A national primer on K-12 online learning. Retrieved fromhttp://www.inacol.org/research/docs/national_report.pdfProceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 170
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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
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THE PATH OF REFORM IN SECONDARY MAT
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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,
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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 and 174: logged by the system and then retri
Page 175: curriculum. The nature of the onlin
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
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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
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Page 201 and 202: Figure 2. (A) P3. (B). Extension of
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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
Page 225 and 226: Figure 1: The Discourse Patterns Du
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Figure 3 blow illustrates the devel
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