2013 Conference Proceedings - University of Nevada, Las Vegas

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Franklin, C., Kader, G., Mewborn, D., Moreno, J., Peck, R., Perry, M., & Scheaffer, R. (2007).Guidelines for assessment and instruction in statistics education (GAISE) report: A pre-K-12curriculum framework. American Statistical Association.Garfield, J. (2006). ARTIST home page. Retrieved fromhttps://apps3.cehd.umn.edu/artist/publications.htmlGroth, R. E. (2007). Toward a conceptualization of statistical knowledge for teaching. Journalfor Research in Mathematics Education, 38(5), 427–437. doi:10.2307/30034960Mevarech, Z. R. (1983). A deep structure model of students’ statistical misconceptions.Educational Studies in Mathematics, 14(4), 415–429. doi:10.2307/3482437Rossman, A. J., & Chance, B. L. (2008). Workshop Statistics: Discovery with Data (3rd ed.).Wiley.Shaughnessy, M. J. (2007). Research on statistics learning and reasoning. In F. K. Lester (Ed.),Second Handbook of Research on Mathematics Teaching and Learning (pp. 957–1009).Charlotte, NC: Information Age Publishing.Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. EducationalResearcher, 15, 4–14.Strayer, J. F. (in press). Sample size too small? Probably not! Mathematics Teacher.Warton, D. I. (2007). How many words do you know? An integrated assessment task forintroductory statistics students. Journal of Statistics Education, 15(3).Xiaobao Li, & Yeping Li. (2008). Research on students’ misconceptions to improve teaching andlearning in school mathematics and science. School Science & Mathematics, 108(1), 4–7.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 83
APPENDIXTo use two decks of cards to simulate the shortcomings of convenience sampling,separate the decks into black and red cards. Place all the black cards on top of the red ones andwithout showing the color of the cards to the class, tell the students that we are interested intaking a sample from this stack (the population) using a similar sampling plan as Keisha. Thegoal of the study is to determine the percentage of black cards in the stack. Have a studentvolunteer to be Keisha and ask, “Did Keisha have a choice of which students came by the studentunion the day she took her sample?” Once there is agreement that Keisha had no choice of whowalked by, select cards from the top of the deck so that all of them or nearly all of them are blackand (without showing the color) give them to “Keisha” saying that these are the “cards” that“walk by” her, so these are the cards “Keisha” has to choose from. Now, “Keisha” gets to chooseher sample from this stack however she wants, but she cannot look at the color until she haschosen the sample. After “Keisha” takes the sample, have the student look at the color of thecards in the sample and predict what percentage of the stack is black. Since the sample will benearly 100% black, “Keisha” will predict that nearly 100% of the larger stack is black as well. Atthis point show the class the colors of the cards in the entire stack (i.e. population). A classdiscussion of the shortcomings of convenience sampling can be lead using the following keyquestions: 1) What aspects of the sampling plan did Keisha have control over and what aspectsof the sampling plan did Keisha not have control over? 2) In what ways does Keisha’s plan feelrandom? and 3) How is Keisha’s plan deceiving, if the goal is to get a sample that represents thepopulation well?Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 84
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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
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Posamentier, A. S., Smith, B. S., &
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conceptual understanding, applicati
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Table 1Identified Mathematical Prac
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justify their statements, included
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Finally, engagement in MP.6 was ass
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PRESERVICE TEACHERS’ EMOTIONAL EN
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“experiences that are charged wit
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Number of journals containingEmotio
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ConclusionsStruggle and frustration
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Mathematics Teacher Candidates’ U
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function and applied the vertical l
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semester, about half of the course
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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: At the highest level of reasoning a
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
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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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