Mathematics

Vygotskian Hybridizing of Motion and Mapping: Learning About Geometric Transformations in Block-based Programming Environments

Research on geometric transformations suggests that early learners possess intuitive understandings grounded in motion metaphors, transitioning to mappings. The processes through which students transition between these two conceptions are not fully understood. We propose that Vygotskian hybridizing (related to Vygotsky’s articulation of everyday and scientific concepts) may provide a lens for thinking about the relationship between these conceptions.

Author/Presenter

Jesús E. Hernández-Zavaleta

Corey Brady

Sandra Becker

Douglas B. Clark

Lead Organization(s)
Year
2023
Short Description

Research on geometric transformations suggests that early learners possess intuitive understandings grounded in motion metaphors, transitioning to mappings. The processes through which students transition between these two conceptions are not fully understood. We propose that Vygotskian hybridizing (related to Vygotsky’s articulation of everyday and scientific concepts) may provide a lens for thinking about the relationship between these conceptions.

Unpacking Response Process Issues Encountered When Developing a Mathematics Teachers’ Pedagogical Content Knowledge (PCK) Assessment

It is essential for items in assessments of mathematics’ teacher knowledge to evoke the desired response processes – to be interpreted and responded to by teachers as intended by item developers. In this study, we sought to unpack evidence that middle school mathematics teachers were not consistently interacting as intended with constructed response (i.e. open-ended) items designed to assess their pedagogical content knowledge (PCK).

Author/Presenter

Martha L. Epstein

Hamza Malik

Kun Wang

Chandra H. Orrill

Year
2023
Short Description

It is essential for items in assessments of mathematics’ teacher knowledge to evoke the desired response processes – to be interpreted and responded to by teachers as intended by item developers. In this study, we sought to unpack evidence that middle school mathematics teachers were not consistently interacting as intended with constructed response (i.e. open-ended) items designed to assess their pedagogical content knowledge (PCK).

Mathematics and Science Teacher Educators' Use of Representations of Practice: A Mixed Methods Study

This study sought to explore math and science teacher educators' use of various media to represent practice within methods courses. There is little understanding of why certain media is used over other representations and the rationale for these choices. Specifically, the study focused on the prevalence and familiarity of teacher educators with comics and animations, standard videos, and 360 videos. This mixed methods study utilized a survey and interviews to ascertain math and science teacher educators' level of familiarity and perceived usefulness of representations of practice.

Author/Presenter

Christine K. Austin

Karl W. Kosko

Jennifer L. Heisler

Lead Organization(s)
Year
2023
Short Description

This study sought to explore math and science teacher educators' use of various media to represent practice within methods courses. There is little understanding of why certain media is used over other representations and the rationale for these choices. Specifically, the study focused on the prevalence and familiarity of teacher educators with comics and animations, standard videos, and 360 videos. This mixed methods study utilized a survey and interviews to ascertain math and science teacher educators' level of familiarity and perceived usefulness of representations of practice.

Examining How Using Dichotomous and Partial Credit Scoring Models Influence Sixth-Grade Mathematical Problem-Solving Assessment Outcomes

Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the impact of both scoring methods on the internal structure and consequential validity of a middle-grades problem-solving assessment called the problem solving measure for grade six (PSM6).

Author/Presenter

Toni A. May

Kristin L. K. Koskey

Jonathan D. Bostic

Gregory E. Stone

Lance M. Kruse

Gabriel Matney

Year
2023
Short Description

Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the impact of both scoring methods on the internal structure and consequential validity of a middle-grades problem-solving assessment called the problem solving measure for grade six (PSM6).

Examining How Using Dichotomous and Partial Credit Scoring Models Influence Sixth-Grade Mathematical Problem-Solving Assessment Outcomes

Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the impact of both scoring methods on the internal structure and consequential validity of a middle-grades problem-solving assessment called the problem solving measure for grade six (PSM6).

Author/Presenter

Toni A. May

Kristin L. K. Koskey

Jonathan D. Bostic

Gregory E. Stone

Lance M. Kruse

Gabriel Matney

Year
2023
Short Description

Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the impact of both scoring methods on the internal structure and consequential validity of a middle-grades problem-solving assessment called the problem solving measure for grade six (PSM6).

Examining How Using Dichotomous and Partial Credit Scoring Models Influence Sixth-Grade Mathematical Problem-Solving Assessment Outcomes

Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the impact of both scoring methods on the internal structure and consequential validity of a middle-grades problem-solving assessment called the problem solving measure for grade six (PSM6).

Author/Presenter

Toni A. May

Kristin L. K. Koskey

Jonathan D. Bostic

Gregory E. Stone

Lance M. Kruse

Gabriel Matney

Year
2023
Short Description

Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the impact of both scoring methods on the internal structure and consequential validity of a middle-grades problem-solving assessment called the problem solving measure for grade six (PSM6).

Examining How Using Dichotomous and Partial Credit Scoring Models Influence Sixth-Grade Mathematical Problem-Solving Assessment Outcomes

Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the impact of both scoring methods on the internal structure and consequential validity of a middle-grades problem-solving assessment called the problem solving measure for grade six (PSM6).

Author/Presenter

Toni A. May

Kristin L. K. Koskey

Jonathan D. Bostic

Gregory E. Stone

Lance M. Kruse

Gabriel Matney

Year
2023
Short Description

Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the impact of both scoring methods on the internal structure and consequential validity of a middle-grades problem-solving assessment called the problem solving measure for grade six (PSM6).

Strengthening Teaching in “Rural,” Indigenous-Serving Schools: Lessons from the Diné Institute for Navajo Nation Educators

This article reports on the first three years of a teacher-led professional development program on the Navajo Nation. We draw on both quantitative and qualitative data from our end-of-year surveys to highlight some of the early lessons we have gathered from the Diné Institute for Navajo Nation Educators (DINÉ).

Author/Presenter

Angelina E. Castagno

Marnita Chischilly

Darold H. Joseph

Lead Organization(s)
Year
2022
Short Description

This article reports on the first three years of a teacher-led professional development program on the Navajo Nation. We draw on both quantitative and qualitative data from our end-of-year surveys to highlight some of the early lessons we have gathered from the Diné Institute for Navajo Nation Educators (DINÉ). We highlight two guiding principles that have developed through this work, cultural responsiveness and teacher leadership, and we suggest that these guiding principles could be useful for other professional development efforts in Indigenous-serving contexts, many of which would be characterized as “rural.”

Documenting Two Emerging Sociomathematical Norms for Examining Functions in Mathematics Teachers’ Online Asynchronous Discussions

This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants’ initial mathematical discourse and documented two emergent sociomathematical norms, namely explaining why and emergent shape discourse.

Author/Presenter

Anthony Matranga

Jason Silverman

Year
2022
Short Description

This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions.

Documenting Two Emerging Sociomathematical Norms for Examining Functions in Mathematics Teachers’ Online Asynchronous Discussions

This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions. In this paper, we characterized participants’ initial mathematical discourse and documented two emergent sociomathematical norms, namely explaining why and emergent shape discourse.

Author/Presenter

Anthony Matranga

Jason Silverman

Year
2022
Short Description

This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions.