2013 Conference Proceedings - University of Nevada, Las Vegas

More documents

Recommendations

Info

Teachers of MathematicsPreparing K-10 Teachers through Common Core for Reasoning and Sense MakingJonathan Bostic and Gabriel Matney …………………………………………….…85-92Perceptions of the Standards of Mathematical Practices and Plans for ImplementationTravis A. Olson, Melfried Olson, and Stephanie Capen …………………………..93-100Kindergarten Students Exploring Big Ideas: An Evolution for TeachersMelfried Olson and Fay Zenigami ……………………………………………….101-108The Impact of Long-Term Professional Development on Teacher Self-Efficacy: ACase StudyEileen Durand Faulkenberry and Maribeth Nottingham…………………………109-115The Path of Reform in Secondary Mathematics Classrooms: Some Issues andSome HopeMichael Mikusa, Joanne Caniglia, and Scott Courtney ……………..…………..116-124Happily Ever After: Examining Inservice Teachers’ Beliefs about Using Children’sLiterature to Teach MathematicsAnn Wheeler ……………………………………………………………………....125-132Mathematics LearningToward Improving MyMathlabCong-Cong Xing and DesLey Plaisance ………………………………………….133-144Exploring Teachers’ Categorizations For and Conceptions of Combinatorial ProblemsNicholas H. Wasserman…………………………………………………………...145-154The Primacy of Fraction Components in Adults' Numerical JudgmentsThomas J. Faulkenberry and Sarah A. Montgomery ………………………………….155-162Learning Mathematics in the 21 st Century: High School Students’ Interactions WhileLearning Mathematics OnlineCherie Ichinose…………………………………………………………………….163-170Metaphors as a medium for hermeneutic listening for teachersSean Yee……………………………………………………………………………171-178Routines of Practice for Supporting Mathematical Connections: Early Algebra ContextJessie Chitsanzo Store……………………………………………………………..179-188The Evolution of Student Ideas: The Case of MultiplicationKris H. Green and Bernard P. Ricca …………………………………..…………189-196Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013vi
Support for Students Learning Mathematics via Student-Centered CurriculaHannah Slovin, Fay Zenigami, Kavita Rao, and Rhonda Black………..…………197-204How the Hand Mirrors the Mind: The Embodiment of Numerical CognitionThomas J. Faulkenberry……………………………………………………………….205-212Developing Discourse That Promotes Reasoning and Proof: A Case Study of aChinese Exemplary LessonLianfang Lu and Thomas E. Ricks ………………………………………………...213-221Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013vii
Page 1 and 2: ….where the Mathematicscomes swee
Page 3 and 4: THANK YOU TO OUR REVIEWERSKeith Ado
Page 5: Table of ContentsPreservice Teacher
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
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?