Mathematics

Webinar Resources: Strengthening Educators’ Practices for Engaging and Empowering Students with Disabilities and Difficulties as Mathematics Learners

Author/Presenter

Amy Brodesky

Jessica Hunt

Karen Mutch-Jones

Judy Storeygard

Year
2020
Short Description

Amy Brodesky, Jessica Hunt, Karen Mutch-Jones and Judy Storeygard shared key components, successes, and challenges of asset-based PD in mathematics. The webinar focused on the pressing question: What are ways to support educators in providing high-quality, inclusive instruction that empowers students with disabilities/difficulties as mathematics thinkers and doers?

Insight from DRK-12 CAREER Awardees

This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience. Twenty-four DRK-12 CAREER awardees responded to the questions:

Author/Presenter

CADRE

Year
2021
Short Description

This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience.

“Approximate” Multiplicative Relationships between Quantitative Unknowns

Three 18-session design experiments were conducted, each with 6–9 7th and 8th grade students, to investigate relationships between students’ rational number knowledge and algebraic reasoning. Students were to represent in drawings and equations two multiplicatively related unknown heights (e.g., one was 5 times another). Twelve of the 22 participating students operated with the second multiplicative concept, which meant they viewed known quantities as units of units, or two-levels-of-units structures, but not as three-levels-of-units structures.

Author/Presenter

Amy J. Hackenberg

Robin Jones

Ayfer Eker

Mark Creager

Lead Organization(s)
Year
2017
Short Description

Three 18-session design experiments were conducted, each with 6–9 7th and 8th grade students, to investigate relationships between students’ rational number knowledge and algebraic reasoning. Implications for teaching are explored in this article.

Tiering Instruction for Middle School Students

Differentiating instruction (DI) is a pedagogical approach to managing classroom diversity in which teachers proactively adapt curricula, teaching methods, and products of learning to address individual students' needs in an effort to maximize learning for all (Tomlinson, 2005). DI is rooted in formative assessment, positions teachers and students together as learners, and involves providing choices and different pathways for students. Although teachers can differentiate for many characteristics of students, we differentiate for students' diverse ways of thinking.

Author/Presenter

Amy J. Hackenberg

Robin Jones

Rebecca Borowski

Lead Organization(s)
Year
2020
Short Description

In this article, we describe an example of differentiating instruction (DI) involving middle school students from a five-year project funded by the National Science Foundation.

Exploring Prospective Teachers’ Ability to Generate and Analyze Evidence-based Explanatory Arguments

In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, we examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations. We also examined features of explanations on which PSTs drew in their critiques of mathematical explanations of students. Our results draw attention to the importance of helping PSTs develop competencies in constructing and critiquing mathematical explanations concurrently.

Author/Presenter

Marta T. Magiera

Vecihi S. Zambak

Lead Organization(s)
Year
2020
Short Description

In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, authors examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations.

Resource(s)

Restoring Mathematics Identities of Black Learners: A Curricular Approach

Black learners are subject to systemic physical, symbolic, and epistemological violence in mathematics classrooms. Such violence has negative ramifications for Black children’s mathematics learning and identity development. The authors argue that space should be made within the mathematics classroom to repair the harm caused by this violence. This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognition (or MaJIC), that provides a form of mathematics therapy through a restorative justice framework.

Author/Presenter

Maisie L. Gholson

Darrius D. Robinson

Lead Organization(s)
Year
2019
Short Description

This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognition (or MaJIC), that provides a form of mathematics therapy through a restorative justice framework.

Backward Transfer Effects when Learning about Quadratic Functions

Presentation slides from the 42nd Conference of the International Group for the Psychology of Mathematics Education.

Hohensee, C., Willoughby, L., & Gartland, S. (2018, July). Backward transfer effects when learning about quadratic functions. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 65). Umeå, Sweden: PME.

Author/Presenter

Charles Hohensee

Laura Willoughby

Sara Gartland

Lead Organization(s)
Year
2018
Short Description

Presentation slides from the 42nd Conference of the International Group for the Psychology of Mathematics Education.

Backward Transfer Effects on Action and Process Views of Functions

Presentation slides from the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Hohensee, C., Gartland, S., & Willoughby, L. (2019, November). Backward transfer effects on action and process views of functions. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St Louis, MO: University of Missouri.

Author/Presenter

Charles Hohensee

Sara Gartland

Laura Willoughby

Lead Organization(s)
Year
2019
Short Description

Presentation slides from the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Building Mathematical Knowledge for Teaching Proof in Geometry

Presentation slides and handout from the 2019 NCTM Regional Conference in Nashville, TN.

Author/Presenter

Michelle Cirillo

Lead Organization(s)
Year
2019
Short Description

Presentation slides and handout from the 2019 NCTM Regional Conference in Nashville, TN.