2013 Conference Proceedings - University of Nevada, Las Vegas

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RCML BoardConference CommitteePRESIDENT, 2011-2013Kay A. WohlhuterUniversity of Minnesota, DuluthDuluth, MNkwohlhut@d.umn.eduPRESIDENT ELECT, 2011-2012Mary SwarthoutSam Houston State UniversityHuntsville, Texasswarthout@shsu.eduVICE PRESIDENT FORCONFERENCES, 2012-2014Bob DrakeUniversity of CincinnatiCincinnati, Ohiobob.drake@uc.eduVICE PRESIDENT FORPUBLICATIONS, 2009-2014Sheryl A. MaxwellUniversity of Memphis (Retired)Cordova, TN 38018-6904smaxwell@memphis.eduTREASURER, 2012-2014Jean McGheeUniversity of Central ArkansasConway, Arkansasjeanm@uca.eduSECRETARY, 2011-2013Megan CheClemson UniversityClemson, South Carolinasche@clemson.eduARCHIVISTWilliam R. SpeerOffice of the DeanUniversity of Nevada Las VegasLas Vegas, NV 89154william.speer@unlv.eduINVESTIGATIONS EDITOR(Appointed)Jean SchmittauSUNY - BinghamtonBinghamton, NYjschmitt@binghamton.eduINTERSECTIONS EDITOR(Appointed)Summer BateihaWestern Kentucky UniversityBowling Green, KYsummer.bateiha@wku.eduMEMBERSHIP CHAIRMAN(Appointed)Dr. Mary B. SwarthoutSam Houston State UniversityMath and Statistics Dept.,P.O. Box 2206Huntsville, TX 77341-2206swarthout@shsu.eduWEBMASTER (Appointed)Ryan SpeerPerrysburg, Ohiorspeer@sbcglobal.netPROCEEDINGS EDITOR(Appointed)Stacy ReederUniversity of OklahomaNorman, Oklahomareeder@ou.eduPROCEEDINGS CO-EDITOR(Appointed)Gabriel MatneyBowling Green State Universitygmatney@bgsu.eduEileen Faulkenberry (2010-2013)Texas A&M University,CommerceEileen_Faulkenberry@tamucommerce.eduGabriel Matney (2010-2013)Bowling Green StateUniversitygmatney@bgsu.eduKeith Adolphson (2011-2014)Eastern Washington UniversityCheney, WAkadolphson@ewu.eduThomas Faulkenberry (2012-2015)Texas A&M University –CommerceThomas_Faulkenberry@tamucommerce.eduAngela Krebs (2012-2015)University of Michigan-Dearbornaskrebs@umd.umich.eduNancy Ceruso (2012-2014)Saint Leo UniversitySaint Leo, Flnancy.cerezo@saintleo.comCONFERENCE CHAIRJuliana UtleyOklahoma State UniversityStillwater, Oklahomajuliana.utley@okstate.eduPROGRAM CHAIRPatricia JordanOklahoma State UniversityStillwater, Oklahomapatricia.jordan@okstate.eduProceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013ii
THANK YOU TO OUR REVIEWERSKeith AdolphsonRachel BatesJonathan BosticKelley BuchheisterDarlinda CasselNancy CerezoMegan CheLynn ColumbaKansas ConradyScott CourtneyBob DrakeBrian EvansThomas FaulkenberryLuke FosterMary HarperKarina HensberrySarah IvesWendy JamesAngela KrebsTimothy McKenyLindsay PrughAnne ReynoldsKerri RichardsonYasemin SertAnu SharmaNicole ShobertTony ThompsonTracy ThompsonMike TuregunSean YeeElaine YoungAlan ZollmanCitation:Your name. (2013). Your article title. In Reeder, S. L. and Matney, G. T. (Eds.). Proceedings of the 40 thAnnual Meeting of the Research Council on Mathematics Learning. Tulsa, OK.Graduate Student Editorial Assistant:Sri Rejeki Murtiningsih, University of OklahomaPlease Note:Articles published in the proceedings are copy righted by the authors. Permission to reproduce portionsfrom an article must be obtained from the author.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013iii
Page 1: ….where the Mathematicscomes swee
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 and 26: “experiences that are charged wit
Page 27 and 28: Number of journals containingEmotio
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
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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
Page 67 and 68:
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
Page 83 and 84:
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
Page 105 and 106:
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
Page 203 and 204:
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
Page 217 and 218:
Figure 6: Distributions of maximum
Page 219 and 220:
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
Page 225 and 226:
Figure 1: The Discourse Patterns Du
Page 227 and 228:
Figure 3 blow illustrates the devel
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