2013 Conference Proceedings - University of Nevada, Las Vegas

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RCML HistoryThe Research Council on Mathematics Learning, formerly The Research Council for Diagnostic andPrescriptive Mathematics, grew from a seed planted at a 1974 national conference held at Kent StateUniversity. A need for an informational sharing structure in diagnostic, prescriptive, and remedialmathematics was identified by James W. Heddens. A group of invited professional educators convened toexplore, discuss, and exchange ideas especially in regard to pupils having difficulty in learningmathematics. It was noted that there was considerable fragmentation and repetition of effort in research onlearning deficiencies at all levels of student mathematical development. The discussions centered on howindividuals could pool their talents, resources, and research efforts to help develop a body of knowledge.The intent was for teams of researchers to work together in collaborative research focused on solvingstudent difficulties encountered in learning mathematics.Specific areas identified were:1. Synthesize innovative approaches.2. Create insightful diagnostic instruments.3. Create diagnostic techniques.4. Develop new and interesting materials.5. Examine research reporting strategies.As a professional organization, the Research Council on Mathematics Learning (RCML) may bethought of as a vehicle to be used by its membership to accomplish specific goals. There is opportunityfor everyone to actively participate in RCML. Indeed, such participation is mandatory if RCML is tocontinue to provide a forum for exploration, examination, and professional growth for mathematicseducators at all levels.The Founding Members of the Council are those individuals that presented papers at one of the first threeNational Remedial Mathematics Conferences held at Kent State University in 1974, 1975, and 1976.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013iv
Table of ContentsPreservice Teacher PreparationSecondary Mathematics Alternative Certification Teacher Problem SolvingBrian R. Evans……………………………………………………….………………….1-6Prospective Teachers’ Developing Conceptions of the Standards for Mathematical PracticeScott A. Courtney………………………………………………………..………..…….7-15Preservice Teachers’ Emotional Engagement with the Tower Of HanoiElaine Young, Sarah Ives, and Jose Guardiola………………………...…………….16-23Mathematics Teacher Candidates’ Understanding of FunctionStacy Reeder and Rachel Bates …………………………………………………...…24-32Challenges in the Mathematics Preparation of Elementary Preservice TeachersCarole a. Hayata ………………………………………………………………..……33-41Mathematics Teaching Methods and PracticeThe Interview ProjectAngel Rowe Abney and Doris Santarone ……………………………………………42-49An Innovative Approach for Supporting At-Risk Students in Algebra IJudith Olson, Melfried Olson, Hannah Slovin, Linda Venenciano, andFay Zenigami ………………………………………………………………………...50-58Fostering Pre-service Teachers’ Mathematical Empowerment: Examining MathematicalBeliefs in a Mathematics Content CourseMary Harper and Stacy Reeder ……………………………………………………..59-67Spatial Reasoning in Undergraduate Mathematics: A Case StudyLindsay Prugh………………………………………………………………………...68-75Student Conceptions of “Best” Sampling Methods: Increasing Knowledge of Content andStudents (KCS) in Statistics ClassroomsJeremy F Strayer …………………………………………………………………….76-84Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013v
Page 1 and 2: ….where the Mathematicscomes swee
Page 3: THANK YOU TO OUR REVIEWERSKeith Ado
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
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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
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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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2013 Conference Proceedings - University of Nevada, Las Vegas

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