2013 Conference Proceedings - University of Nevada, Las Vegas

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Council of Teachers of Mathematics, 805-842.Huang, R., Li, Y., Zhang, J., & Li, X. (2011). Improving teachers’ expertise in mathematicsinstruction through exemplary lesson development. ZDM-The International Journal onMathematics Education, 43, 805–817Huberman, A. M. & Miles, M. B. (1994). Data management and analysis methods. In N. K.Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp.428-444). ThousandOaks, CA: Sage.Lu, L. (2011). Making transitions: A Multiple Case Studies of Mathematics Classroom TeachingReform in China. Dissertation available online at http://etd.lsu.edu/docs/available/etd-06032011-172223/unrestricted/Lu_diss.pdfLuhmann, N. (1990). Essays on Self-Reference. New York: Columbia University PressMaturana, H. R., & Varela, F. J. (1987). The tree of knowledge: The biological roots of humanunderstanding. Boston: Shambhala Publications.Martino, A. M., & Maher, C. A. (1999). Teacher questioning to stimulate justification andgeneralization in mathematics: What research practice has taught us. Journal ofMathematical Behavior, (18)1, 53-78.National Council of Teachers of Mathematics. (2000). Principles and standards for schoolmathematics. Reston, VA: Author.Peressini. D. & Knuth, E.(1998). Why are you talking when you could be listening? The role ofdiscourse and reflection in the professional development of a secondary mathematics teacher.Teaching and Teacher Education, Vol.14. No.1. pp. 107-125Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses,and mathematizing. Cambridge, UK: Cambridge University PressSmith, Jennifer Christian. "A sense-making approach to proof: Strategies of students intraditional and problem-based number theory courses." The Journal of MathematicalBehavior 25.1 (2006): 73-90.Stein, M. K., Eagle, R. A., Smith, M. A., & Hughes, E. K. (2008). Orchestrating productivemathematical discussions: Five practices for helping teachers move beyond show and tell.Mathematical Thinking and Learning, 10, 313–340.Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standardsbasedmathematics instruction: A casebook for professional development. New York:Teachers College Press.Stylianou, D., Blanton, M, & Knuth, E.(2009). Teaching and learning proof across the grades: AK-16 perspectives. NY: Routledge.Thompson, D. R., Senk, S. L., & Johnson, G. J. (2012). Opportunities to learn reasoning andproof in high school mathematics textbooks. Journal for Research in MathematicsEducation, 43, 253-295.Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy inmathematics. Journal for Research in Mathematics Education, 27, 458–477.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 221
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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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Our collaboration model was formed
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internal evaluator) were analyzed.
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DiscussionOn part I of the survey t
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whole department of secondary mathe
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discussion. Many texts include wild
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Data collection consisted of tests,
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I've not used children's literature
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could extend this inquiry to high s
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course titled Calculus with Busines
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no mathematical sense and should no
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Adopts the “111” (a term coined
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Specifically, clicking the “Click
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algebraic expression is carried out
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Retrieved from http://secc.sedl.org
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furthermore, each model may result
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After instruction in the course, th
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Table 4The group’s categories and
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you choose three place values, æ 4
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APPENDIXTable 5Description of Combi
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of the presented number. Later, the
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Figure 1: Mean trajectories and MD
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Figure 2: Mean trajectories and MD
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Performance, 33, 1410-1419.Cohen Ka
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Moyer, 2007). At his or her own pac
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logged by the system and then retri
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curriculum. The nature of the onlin
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
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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 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
Page 225 and 226: Figure 1: The Discourse Patterns Du
Page 227: Figure 3 blow illustrates the devel
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