Undergraduate

Our work suggests re-conceptualization of research concerning students’ over reliance on example-based reasoning, moving from a view of such reasoning as a stumbling block to quickly overcome toward a view of such reasoning as a necessary and critical foundation in learning to prove.

This paper seeks to provide a resource for prospective DRK-12 awardees by identifying some of the theories that current and recent DRK-12 awardees are using in their research on broadening participation.

Funding for the National Science Foundation (NSF) is contingent on legislative support. Because of this, it is important for NSF awardees to communicate with legislators about the value and importance of their projects.

This tool is designed for early career STEM education researchers to offer tips for building professional networks. The advice largely comes from National Science Foundation-funded awardees and early career researchers and developers who have graciously shared information
about their own networking experiences.

This tool is designed for early career STEM education researchers to offer tips for writing for publication. The advice largely comes from National Science Foundation-funded awardees who have graciously shared information about their own writing and publishing experiences.

This tool is designed for early career STEM education researchers to offer tips for pursuing careers outside of academia. The advice largely
comes from National Science Foundation-funded awardees who have graciously shared information about their own career pathways, work experiences, and perspectives.

This tool is designed for early career STEM education researchers to offer tips for pursuing careers in academia. The advice largely comes from National Science Foundation-funded awardees who have graciously shared information about their own career pathways, work experiences, and perspectives.

This tool is designed for early career STEM education researchers to offer tips for writing grant proposals. The advice largely comes from National Science Foundation-funded awardees who have graciously shared information about their own proposal writing experiences. Their perspectives are a good complement to the official NSF guidelines.

Calls for increased focus on mathematical argumentation in school mathematics are critical for teacher educators charged with preparing prospective K-8 teachers (PST) to foster mathematical argumentation in their future classrooms. This is because research suggests that middle school years are crucial for students to gain proficiency in creating and critiquing mathematical arguments. Supporting PSTs’ strong understanding of what it means to do mathematics necessitates that teacher preparation programs place an emphasis on mathematical and pedagogical preparation that facilitates PSTs’ strong understanding of mathematical argumentation and proving in school mathematics.

We analyzed 37 PSTs’ written solutions to four figural pattern generalization tasks, video recordings of class discussions, and audio-recordings of problem-based interviews during which the PSTs were asked to solve one pattern generalization task, to answer the following research questions: (1) What relationships and structural aspects of a figural pattern do PSTs build upon to formulate pattern generalization? (2) How do they utilize uncovered relationships and structural aspects of a figural pattern to justify their general rules?