To learn more, visit https://www.rcml-math.org/rcml-conference-2022.
To learn more, visit http://www.pmena.org/pmena-2021/.
To learn more, visit https://www.nctm.org/regionals/.
DRK-12 Presentations
To learn more, visit https://www.nctm.org/Conferences-and-Professional-Development/Annual-Me….
DRK-12 Presentations
To learn more, visit https://amte.net/content/2022-annual-amte-conference.
To learn more, visit https://www.nctm.org/fallvirtual2021/.
The Fraction Activities and Assessments for Conceptual Teaching (FAACT) instructional program is designed to support teachers’ insights into students’ conceptual understandings of fractions. The overall program goal is to foster a deep conceptual understanding of fractions as quantities for students with LD and math difficulty. FAACT is designed from validated learning trajectories, which consist of a learning goal, developmental stages of thinking, and activities designed to explicitly promote the stages of thinking.
The Fraction Activities and Assessments for Conceptual Teaching (FAACT) instructional program is designed to support teachers’ insights into students’ conceptual understandings of fractions. The overall program goal is to foster a deep conceptual understanding of fractions as quantities for students with LD and math difficulty. FAACT is designed from validated learning trajectories, which consist of a learning goal, developmental stages of thinking, and activities designed to explicitly promote the stages of thinking. The program also includes prompts for teachers to use to support students’ thinking as they solve problems. Finally, talk moves are included for teachers to use to facilitate conversation among students as they work in small group intervention settings.
By encouraging elementary students to work collaboratively, they can gain essential skills such as perspective taking, conflict negotiation, and asking for and receiving assistance. Epistemic Network Analysis (ENA) is an analytic technique that provides an alternative to more typical approaches to analyzing and synthesizing coded dialogue. This study used an easy-to-implement prompting intervention in the context of collaborative (pair) programming with upper elementary students to demonstrate the potential of ENA to understand the impact of the intervention.
This study used an easy-to-implement prompting intervention in the context of collaborative (pair) programming with upper elementary students to demonstrate the potential of Epistemic Network Analysis to understand the impact of the intervention.
By encouraging elementary students to work collaboratively, they can gain essential skills such as perspective taking, conflict negotiation, and asking for and receiving assistance. Epistemic Network Analysis (ENA) is an analytic technique that provides an alternative to more typical approaches to analyzing and synthesizing coded dialogue. This study used an easy-to-implement prompting intervention in the context of collaborative (pair) programming with upper elementary students to demonstrate the potential of ENA to understand the impact of the intervention.
This study used an easy-to-implement prompting intervention in the context of collaborative (pair) programming with upper elementary students to demonstrate the potential of Epistemic Network Analysis to understand the impact of the intervention.
This poster describes the work of the Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI) project, which aims to address the growing need to develop empirically grounded ways of assessing the extent to which the practices that are being outlined in research literature actually serve to support students who are currently underserved and underrepresented in mathematics.
Co-PI(s): Annie Garrison Wilhelm, Southern Methodist University; Temple Walkowiak, North Carolina State University
