## Developing Understanding of the Number Line in Grades K-2

Poster presented at the REL Research to Practice Conference.

Back to top
# Mathematics

## Developing Understanding of the Number Line in Grades K-2

## What Can We Learn from Correct Answers?

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

## Linear Algebra and Geometry

## Addressing Misconceptions in Secondary Geometry Proof

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

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

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

## Advancing Informal STEM Learning (AISL) Full Proposal Deadline

## Discovery Research PreK-12 (DRK-12) Full Proposal Deadline

## Pages

Principal Investigator:

Poster presented at the REL Research to Practice Conference.

Click image to preview:

Target Audience:

Discipline / Topic:

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.

Access Link:

Lead Organization(s):

Year:

2019

Short Description:

This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.

Resource(s):

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.

Lead Organization(s):

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 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.

Access Link:

Lead Organization(s):

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.

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

Lead Organization(s):

Year:

2019

Short Description:

Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.

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.

Lead Organization(s):

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.

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.

Lead Organization(s):

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.

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.

Lead Organization(s):

Year:

2019

Short Description:

A school-wide and multi-contextual perspective on student engagement in school.

Submitted by cadre-admin on

Event Date:

Wed, 11/06/2019 - 5:00pm

Sponsoring Organization:

Associated Dates and Deadlines:

Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=504793

Event Type:

Discipline / Topic:

Submitted by cadre-admin on

Event Date:

Mon, 11/18/2019 - 5:00pm

Sponsoring Organization:

Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=500047

Event Type:

Discipline / Topic:

Copyright © 2020 CADRE