2013 Conference Proceedings - University of Nevada, Las Vegas

More documents

Recommendations

Info

ReferencesBuck, R. C. (1970). Functions. In E. G. Begle & H. G. Richey (Eds.), Mathematics education,the 69th yearbook of the National Society for the Study of Education (pp. 236-259).Chicago: University of Chicago.Burnett-Bradshaw, C. (2007). From functions as process to functions as object: A review ofreification and encapsulation. Doctoral Dissertation. Tufts University.Clements, L. L. (2001). What do students really know about functions? MathematicsTeacher.National Council of Teachers of Mathematics, 94 (9), 745-748.Cooney, T., Beckmann, S., & Lloyd, G. (2010). Developing Essential Understanding ofFuncitons, Grades 9-12. P. S. Wilson & R. M. Zbiek (Eds.). Reston, VA: The NationalCouncil of Teachers of Mathematics.Dreyfus, T. & Eisenberg, T. (1982). Intuitive function concepts: A baseline study on intuitions.Journal for Research in Mathematics Education, 13(5), 360-380.Even, R. (1993). Subject-matter knowledge for teaching and the case of functions. InternationalJournal of Mathematics Education in Science and Technology, 14, 293-305.Freudenthal, H. (1982). Variables and functions. In G. Van Barnveld & H. Krabbendam (Eds.),Conference on functions (Report 1, pp. 7-20). Enschede, The Netherlands: Foundation forCurriculum Development.Herscovics, N. (1982). Problems related to the understanding of functions. In G. Van Barnveld& H. Krabbendam (Eds.), Conference on functions (Report 1, pp. 67-84). Enschede, TheNetherlands: Foundation for Curriculum Development.Kaput, J. J. (1987). Representation and mathematics. In C. Janvier (Ed.), Problems ofrepresentation in mathematics learning and problem solving (pp. 19-26). Hillsdale, NJ:Lawrence Erlbaum Associates.Leinhardt, G., Zaslvasky, O., & Stein, M. K. (1990). Functions, graphs, and graphing: Tasks,learning, and teaching. Review of Educational Research, 60, 1-64.Lovell, K. (1971). Some aspects of growth of the concept of a function. In M. F. Rosskopf, L. P.Steffe, & S. Taback (Eds.), Piagetian cognitive development research and mathematicaleducation (pp. 12-33). Washington, DC: National Council of Teachers of Mathematics.National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards forschool mathematics. Reston, VA: Author.National Council of Teachers of Mathematics. (2000). Principles and Standards forSchool Mathematics. Reston, VA.: Author.National Governors Association Center for Best Practices, Council of Chief State SchoolOfficers, (2010). Common Core State Standards for Mathematics. Washington D.C.:Author.Ponte, J. P. (1992). The history of the concept of function and some educational implications.The Mathematics Educator, 3(2), 3-8.Schwindgendorf, K, Hawks, J, & Beineke, J. (1992). Horizontal and vertical growth of thestudents’ conception of function. In G. Harel & E. Dubinsky (Eds). The Concept ofFunction: Aspects of Epistemology and Pedagogy, 133-52. Washington, D. C,:Mathematical Association of America.Sierpinska, A. (1992). On understanding the notion of function. In E. Dubinsky & G. Harel(Eds.), The concept of function: Aspects of epistemology and pedagogy (pp. 25-58).Washington, D.C.: Mathematical Association of America.Tall, D. (1996). Functions and calculus. In A. Bishop, K. Clements, C. Keitel, J Kilpatrick, andProceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 31
C. Laborde (Eds.) International Handbook of Mathematics Education, Part 1, Vol 4,289-325. Dordrecht, Netherlands: Kluwer Academic Publishers.Vinner, S. & Dreyfus, T. (1989). Images and definitions for the concept of function. Journal forResearch in Mathematics Education, 20(4), 356-366.Wilson, M. R. (1994). One preservice secondary teacher’s understanding of function: The impactof a course integrating mathematical content and pedagogy. Journal for research inMathematics Education, 25(4), 346-370.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 32
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 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: They further state that “the impo
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
Page 77 and 78: journal prompt would be given as a
Page 79 and 80: given to the 33 students on the MPI
Page 81 and 82: to advance our way of life, then sp
Page 83 and 84: STUDENT CONCEPTIONS OF “BEST” S
Page 85 and 86: students are likely to interact wit
Page 87 and 88: opinion of the student body. This q
Page 89 and 90:
At the highest level of reasoning a
Page 91 and 92:
APPENDIXTo use two decks of cards t
Page 93 and 94:
isolated and often occur in tandem
Page 95 and 96:
with the CCSSM. Teachers read and d
Page 97 and 98:
teachers’ role-play of SFMP #4. A
Page 99 and 100:
Durkin, D. (1978-1979). What classr
Page 101 and 102:
as well as the alignment between th
Page 103 and 104:
Table 2Number of teachers per grade
Page 105 and 106:
Table 4Classification Categories fo
Page 107 and 108:
field so that research on the initi
Page 109 and 110:
dynamic approach to learning conten
Page 111 and 112:
Kindergarten Lesson FormatHow May W
Page 113 and 114:
team’s goals? As much as possible
Page 115 and 116:
6. While preparing the lesson, teac
Page 117 and 118:
active learning and collective part
Page 119 and 120:
classroom. “I would like to know
Page 121 and 122:
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 and 174:
logged by the system and then retri
Page 175 and 176:
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
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
Page 205 and 206:
teachers is the discrepancy between
Page 207 and 208:
expected to learn and the inquiry a
Page 209 and 210:
his partner about his observations,
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 and 228:
Figure 3 blow illustrates the devel
show all

2013 Conference Proceedings - University of Nevada, Las Vegas

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?