High

Esposito, R. M. M, Harris, C., Berkowitz, A. R., & Pregnal, M. (2019). The joys of teaching ecology in K-12 and informal settings. Frontiers in Ecology and the Environment, 17(9), 538-539. https://doi.org/10.1002/fee.2122

In this webinar, presenters 

In this webinar, presenters 

In this webinar, presenters 

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.

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.

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.

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

How should we expect growing understandings of the nature of mathematical practice to inform classroom mathematical practice? We address this question from a perspective that takes seriously the notion that mathematics education, as a societal enterprise, is accountable to multiple sets of stakeholders, with the discipline of mathematics being only one of them. As they lead instruction, teachers can benefit from the influence of understandings of mathematical practice but they also need to recognize obligations to other stakeholders.