2013 Conference Proceedings - University of Nevada, Las Vegas

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words or phrases, for example: frustrate, frustrated, and frustrating, 3) searched each stem (suchas “frustrat*”) across journals and 4) recorded a total count of occurrence for each word/phrase.Allen and Carifio (1999) developed the Emotion Questionnaire as a 38-item instrument usedto evaluate various aspects of mathematical problem solving. The questionnaire measuresemotion (and four other traits) using category subscales with highly reliable internal consistencyestimates. This study focuses on the Emotional Activity category. Items within a category arescattered throughout the questionnaire; some items are reversed. Each Likert-scale item is scoredfrom 1 to 6, with a higher score indicating a higher level of positive emotion (Carifio, 2004).For this study, the researchers adjusted the questionnaire to six spaces for each sample item,eliminating a center value (see Figure 1). Students completed the questionnaire three timesduring class: after reading the problem but before attempting the task, during problem solving,and upon completion of the task or the end of class. The researchers analyzed the EmotionActivity scores across time using repeated measures.Emotion ActivityDistressed ___:___:___:___:___:___ DelightedGood ___:___:___:___:___:___ BadSuccessful ___:___:___:___:___:___ UnsuccessfulFrustrated ___:___:___:___:___:___ SatisfiedProud ___:___:___:___:___:___ AshamedPleasant ___:___:___:___:___:___ UnpleasantAnnoying ___:___:___:___:___:___ PleasingFigure 1. The paired items for Emotion Activity (adapted from Allen & Carifio, 1999).FindingsQualitative DataData consisted of 275 student reflections and 101 questionnaires. Analysis of the journalsreturned a total of 116 words/phrases that indicated positive, negative or neutral emotions.Fourteen of the words/phrases occurred in more than 35 journals (see Figure 2).Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 19
Number of journals containingEmotion word or phraseword/phrase (N = 275)Difficult 118Easy 112frustrate; frustrated; frustrating 99Hard 96challenge; challenging 87Simple 78Fun 74Interesting 66confused; confusing; confusion 59succeed; succeeded; success 54excited; exciting 50Enjoy 47got stuck 38accomplish; accomplished; accomplishment 37Figure 2. Emotion words/phrases mentioned in more than 35 journals.There were indications of the pairing of positive and negative emotions in student journals. Astudent wrote, “It’s interesting to me because no one can really understand the wonderful feelingof figuring something out until they have really been frustrated with the problem.” Somestudents commented on the questionnaire in their reflective journals. A student wrote, “I alsoliked the paper we filled out asking us about how we felt and stuff because it showed me how mymood had changed throughout the activity from the beginning, in the middle, and at the end. Inoticed a big difference from my middle mood to the beginning and end mood.”Quantitative DataA general linear model was set up with the three repeated emotion measures as the dependentvariable. Individuals were considered as blocks; the variables gender, class grade, GPA anddegree program were independent variables, none of which were found statistically significantand were dropped from the model. The analysis continued using a repeated measures procedure,Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 20
Page 1 and 2: ….where the Mathematicscomes swee
Page 3 and 4: THANK YOU TO OUR REVIEWERSKeith Ado
Page 5 and 6: Table of ContentsPreservice Teacher
Page 7 and 8: Support for Students Learning Mathe
Page 9 and 10: own problem solving, which is criti
Page 11 and 12: to get started and persistence. Tea
Page 13 and 14: Posamentier, A. S., Smith, B. S., &
Page 15 and 16: conceptual understanding, applicati
Page 17 and 18: Table 1Identified Mathematical Prac
Page 19 and 20: justify their statements, included
Page 21 and 22: Finally, engagement in MP.6 was ass
Page 23 and 24: PRESERVICE TEACHERS’ EMOTIONAL EN
Page 25: “experiences that are charged wit
Page 29 and 30: ConclusionsStruggle and frustration
Page 31 and 32: Mathematics Teacher Candidates’ U
Page 33 and 34: function and applied the vertical l
Page 35 and 36: semester, about half of the course
Page 37 and 38: They further state that “the impo
Page 39 and 40: C. Laborde (Eds.) International Han
Page 41 and 42: (SCK), or knowledge of mathematics
Page 43 and 44: level of difficulty for each partic
Page 45 and 46: MKT Measures ScoresMathematics in G
Page 47 and 48: deep rooted belief in a single way
Page 49 and 50: THE INTERVIEW PROJECTAngel Rowe Abn
Page 51 and 52: involving addition and subtraction:
Page 53 and 54: 6+7 4+9=6+(6+1) Substitution =4+(10
Page 55 and 56: We strongly believe that this inter
Page 57 and 58: AN INNOVATIVE APPROACH FOR SUPPORTI
Page 59 and 60: Practice throughout the investigati
Page 61 and 62: are expected to pursue. Teacher not
Page 63 and 64: students to organize their reports
Page 65 and 66: Slovin, H., Venenciano, L., Ishihar
Page 67 and 68: The research presented in this pape
Page 69 and 70: students’ confidence. Because bel
Page 71 and 72: triangulation necessitated examinat
Page 73 and 74: their ability to teach the mathemat
Page 75 and 76: 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
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Cox, G., Carr, T., & Hall, M. (2004
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curriculum locally, within individu
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Popularity tallied whether or not a
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Amazingly, despite there being a fe
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ReferencesBlack, M. (1962). Models
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connections are connections or rela
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Table 1Instructional TasksSquareTab
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t-charts made it easier for student
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Figure 2. A Display of Student Stra
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ReferencesAnderson, J. R., Greeno,
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their parents in phenotype (observa
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student learning calls for differen
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Figure 2. (A) P3. (B). Extension of
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the usual phenotypic assessments an
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teachers is the discrepancy between
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expected to learn and the inquiry a
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his partner about his observations,
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hard for some children? The nature
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Lakoff and Nunez: specifically, tha
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Figure 5: Average hand trajectories
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Figure 6: Distributions of maximum
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ReferencesAnderson, J. R. (2005). H
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Social system perspectives view the
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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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