# Mathematics

## What Can We Learn from Correct Answers?

Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most students solve a problem correctly.

Ebby, C. B., Hulbert, E. T., and Fletcher, N. (2019). What can we learn from correct answers? Teaching Children Mathematics, 25(6), 346-353.

Author/Presenter:
Caroline B. Ebby
Elizabeth T. Hulbert
Nicole Fletcher
Year:
2019
Short Description:
This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.

## Theorizing reciprocal noticing with non-dominant students in mathematics

In this paper, I theorize reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts. Findings from a unit on measuring time implemented in two classrooms with non-dominant students illustrate how teachers and students—through their reciprocal noticing—mobilize concepts back to previous understandings and forward to possible new meanings.

Author/Presenter:
Higinio Dominguez
Year:
2019
Short Description:
In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts.

## Linear Algebra and Geometry

Linear Algebra and Geometry is organized around carefully sequenced problems that help students build both the tools and the habits that provide a solid basis for further study in mathematics. Requiring only high school algebra, it uses elementary geometry to build the beautiful edifice of results and methods that make linear algebra such an important field.

Author/Presenter:
Al Cuoco
Kevin Waterman
Bowen Kerins
Elena Kaczorowski
Michelle Manes
Year:
2019
Short Description:
Linear Algebra and Geometry is aimed at preservice and practicing high school mathematics teachers and advanced high school students looking for an addition to or replacement for calculus. The materials are organized around carefully sequenced problems that help students build both the tools and the habits that provide a solid basis for further study in mathematics. Requiring only high school algebra, it uses elementary geometry to build the beautiful edifice of results and methods that make linear algebra such an important field.

## Addressing Misconceptions in Secondary Geometry Proof

Cirillo, M. & Hummer, J. (2019). Addressing misconceptions in secondary geometry proof. Mathematics Teacher, 112(6).

Author/Presenter:
Michelle Cirillo
Jenifer Hummer
Year:
2019
Short Description:
Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.

## Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices

Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students’ emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom. We also examined whether these associations differed by student gender and prior mathematics achievement.

Author/Presenter:
Alyssa Parr
Jamie Amemiya
Ming-Te Wang
Year:
2018
Short Description:
Authors examine how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom.

## Does student-centered instruction engage students differently? The moderation effect of student ethnicity

Student-centered instruction is featured in reforms that aim to improve excellence and equity in mathematics education. Although research on stereotype threat suggests that student-centered instruction may have differential effects on racial minority students, the relationship between student-centered mathematics instruction and student engagement remains understudied.

Author/Presenter:
Eli Talbert
Tara Hofkens
Ming-Te Wang
Year:
2018
Short Description:
This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by ethnicity.

## Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in School

School engagement researchers have historically focused on academic engagement or academic-related activities. Although academic engagement is vital to adolescents’ educational success, school is a complex developmental context in which adolescents also engage in social interactions while exploring their interests and developing competencies. In this article, school engagement is re-conceptualized as a multi-contextual construct that includes both academic and social contexts of school.

Author/Presenter:
Ming-Te Wang
Tara L. Hofkens