Mathematics

National Council of Teachers of Mathematics 2019 NCTM Regional Conference & Exposition; Boston, MA

Event Date: 
Wed, 09/25/2019 (All day) to Fri, 09/27/2019 (All day)
Associated Dates and Deadlines: 
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Association of Mathematics Teacher Educators 2020 Annual AMTE Conference; Phoenix, AZ

Event Date: 
Thu, 02/06/2020 (All day) to Sat, 02/08/2020 (All day)
Associated Dates and Deadlines: 
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Toward a theoretical structure to characterize early probabilistic thinking

The role of probability in curricula for children has fluctuated greatly over the past several decades. Recently, some countries have removed probability from their preschool and primary curricula, and others have retained it. One reason for such lack of agreement is that theory about early probability learning is still relatively new and under development. The purpose of this report is to sketch a tentative theoretical structure with the potential to anchor curricular decisions and inform further research on early probability learning.

Author/Presenter: 
Randall E. Groth
Jathan W. Austin
Madeline Naumann
Megan Rickards
Lead Organization(s): 
Year: 
2019
Short Description: 
The purpose of this report is to sketch a tentative theoretical structure with the potential to anchor curricular decisions and inform further research on early probability learning.

Gina’s mathematics: Thinking, tricks, or “teaching”?

Students with learning disabilities display a diverse array of factors that interplay with their mathematical understanding. Our aim in this paper is to discuss the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions. We present analysis and results from multiple sessions conducted during a teaching experiment cast as one-on-one intervention.

Author/Presenter: 
Jessica H.Hunt
Beth L.MacDonald
JuanitaSilva
Year: 
2019
Short Description: 
This paper discusses the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions.

Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning

During the last three decades, scholars have proposed several conceptual structures to represent teacher knowledge. A common denominator in this work is the assumption that disciplinary knowledge and the knowledge needed for teaching are distinct. However, empirical findings on the distinguishability of these two knowledge components, and their relationship with student outcomes, are mixed. In this replication and extension study, we explore these issues, drawing on evidence from a multi-year study of over 200 fourth- and fifth-grade US teachers.

Author/Presenter: 
Charalambos Y. Charalambous
Heather C. Hill
Mark J. Chin
Daniel McGinn
Lead Organization(s): 
Year: 
2019
Short Description: 
In this replication and extension study, we explore these issues, drawing on evidence from a multi-year study of over 200 fourth- and fifth-grade US teachers. Exploratory and confirmatory factor analyses of these data suggested a single dimension for teacher knowledge.
Resource Type: 
Publication

Growth in children’s understanding of generalizing and representing mathematical structure and relationships

We share here results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5.

Author/Presenter: 
Maria Blanton
Isil Isler-Baykal
Rena Stroud
Ana Stephens
Eric Knuth
Angela Murphy Gardiner
Lead Organization(s): 
Year: 
2019
Short Description: 
Authors share results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5.

Children’s Integer Understanding and the Effects of Linear Board Games: A Look at Two Measures

The purpose of this study was to identify affordances and limitations of using order and value comparison tasks versus number placement tasks to infer students’ negative integer understanding and growth in understanding. Data came from an experiment with kindergarteners (N = 45) and first graders (N = 48), where the experimental group played a numerical linear board game and the other group did control activities, both involving negative integers.

Author/Presenter: 
Laura Bofferding
Andrew Hoffman
Lead Organization(s): 
Year: 
2019
Short Description: 
The purpose of this study was to identify affordances and limitations of using order and value comparison tasks versus number placement tasks to infer students’ negative integer understanding and growth in understanding.

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