Quantitative reasoning and measurement competencies support the development of mathematical and scientific thinking in children in the early and middle grades and are fundamental to science, technology, engineering, and mathematics (STEM) education. The sixteenth Journal for Research in Mathematics Education (JRME) monograph is a report on a four-year-long multisite longitudinal study that studied children’s thinking and learning about geometric measurement (i.e., length, area, and volume).
We evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process.
Explore methods and challenges associated with supporting and evaluating scientific modeling in K–12 classrooms in this structured poster session.
In this interactive panel symposium, presenters will draw from a set of active DR K-12 projects to explore a diverse array of resources, models, and tools (RMTs) designed to operationalize varying perspectives on scientific modeling in elementary, middle, and secondary classrooms across disciplinary domains.
Join a discussion with panelists from several projects about project model designs, initial findings, and implementation challenges associated with formative assessment in mathematics.
In this session, four projects will share their work on formative assessment and mathematics learning trajectories, and participants will discuss the implications for formative assessment practices in mathematics.
Join a discussion about models for teaching and learning argumentation and discourse in mathematics, including implications for teacher practice, classroom structure, and the nature of students’ learning.
David Yopp, University of Idaho | June 22, 2016
This session’s conversation focused on ways of viewing argumentation and how argument produces as the content to be learned.
Participants discussed examples (e.g., rational and irrational numbers, solving equations, and natural number operations) in Common Core where the argument students produce is the content. Understanding these concepts included understanding arguments that represent the concept, and these arguments provide access to mathematical notions that have no physical expression.
For example, numbers are classified as rational or irrational through an argument. An arguer might classify a radical as an irrational number by arguing that the radical cannot be expressed as the quotient of integers. When a linear equation is solved and a solution is found, the solution process can be viewed as an argument: that there exist a unique solution. The concept of "solving equations" is represented by this argument.
Following discussion of these examples, participants asked themselves what other areas of content could be viewed as an argument.
Engage with presenters as they discuss assessment and rubrics designed to measure secondary teachers’ mathematical habits of mind.
Work in secondary mathematics education takes many approaches to content, pedagogy, professional development and assessment. This session aims to illuminate the richness of hte content of secondary mathematics and the field of secondary mathematics education by sharing two such approaches and reflecting on the differences and commonalities between the two.
Current intervention research in special education focuses on children's responsiveness to teacher modeled strategies and not conceptual development within children's thinking. As a result, there is a need for research that provides a characterization of key understandings (KUs) of fractional quantity evidenced by children with learning disabilities (LD) and how growth of conceptual knowledge may occur within these children's mathematical activity.
How do we encourage referent-based mathematical argumentation without encouraging students to request that examples accompany otherwise viable arguments? Assessment concerns are explored and discussed.
The LAMP project has developed a sequence of lessons in a hypothetical learning trajectory that targets students’ ability to write viable arguments in algebraic contexts. Most of the lessons encourage students to produce a referent (e.g., variable expression or equation, generic example, diagram) as the foundation of their argument. Students come to the lessons with a predisposition for example production in support of their claims and to augment arguments.
Participants and the presenters will discuss their experiences—including releasing free and paid apps—and provide suggestions to others for successfully reaching many users.
Over a period of five years the SmartGraphs project developed HTML5 software for teaching and learning STEM subjects that make use of line graphs and scatter plots. SmartGraphs activities help students understand the “story” represented by a graph. The project created dozens of activities for algebra, physical science, and other STEM subjects, as well as an authoring system allowing non-computer-programmers to create and disseminate free online activities.