2013 Conference Proceedings - University of Nevada, Las Vegas

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how the PublishView software and the .tns documents can be used, teachers see the relevance oftheir inclusion and desire more professional development on their use.Conclusions and ImplicationsThroughout the process of curriculum research and development using a modified designresearch model, the project has been able to create curriculum materials based on the modelingcycle. The initial implementation suggests that this approach appears to serve struggling studentsand their teachers. It provides struggling students problems that are accessible and includestructures that allow for appropriate scaffolding for the students. The AMAA problems allowteachers to include substantial work for students on the standards for mathematical practice.The process of creating AMAA has generated useful insights for the design research process,and allowed the creation and validation of material appropriate for at-risk students. Our revisedmaterials will be useful for other districts facing similar challenges that AMAA addresses.ReferencesCobb, P., Confrey, J., Disessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments ineducational research. Educational Researcher, 32, 9-13.Curriculum Research & Development Group. (2012). A Modeling Approach to Algebra.Honolulu, HI: Marketing and Publishing Services, University of Hawai‘i.Davis, E. A. and Krajcik, J. (2005) Designing educative curriculum materials to promoteteacher learning, Educational Researcher 34 (2005) (3), pp. 3–14.Galbraith, P. & Stillman, G. (2006). A framework for identifying student blockage duringtransitions in the modelling process. In ZDM, 38(2), pp. 143–162.Gottlieb, D. (Spring 2011). Personal Communication to Curriculum Research & DevelopmentGroup researchers when describing the need for the course Modeling Our World.Indiana Mathematics Initiative (IMI), (2012). Mathematical Modeling in Secondary SchoolsRetrieved 1/15/2012 from http://www.indiana.edu/~iucme/lessonplans.html.Lesh, R. & Zawojewski, J. S. (2007). Problem solving and modeling. In F. Lester (Ed.). TheSecond Handbook of Research on Mathematics Teaching and Learning. (pp. 763-804).Charlotte, NC: Information Age Publishing.National Governors Association Center for Best Practices, Council of Chief State SchoolOfficers. (2010). Common core state standards for mathematics. Washington, DC: Author.Olson, M., Zenigami, F., Slovin, H., and Olson, J. (2011). Educative curriculum materials inprofessional development. In Wiest, L. R., & Lamberg, T. (Eds.). Proceedings of the 33rdAnnual Meeting of the North American Chapter of the International Group for thePsychology of Mathematics Education. Reno, NV: University of Nevada, Reno.Rachlin, S. L., Matsumoto, A. N., Wada, L. T., & Dougherty, B. J. (2001). Algebra 1, A processapproach. Honolulu, HI: University of Hawai‘i, Curriculum Research & DevelopmentGroup.Slovin, H., Rao, K., Zenigami, F. & Black, R. (2012). Teaching and learning mathematics withinthe RtI process: Building a research community. 11 th Annual Hawaii InternationalConference on Education Conference Proceedings, Honolulu, HI.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 57
Slovin, H., Venenciano, L., Ishihara, M., & Beppu, C. (2003). Reshaping mathematics forunderstanding: Getting started. Honolulu, HI: University of Hawai‘i, Curriculum Research& Development Group.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 58
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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
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
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: students to organize their reports
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
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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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