Mathematics

National Council of Teachers of Mathematics 2022 NCTM Regional Conference & Exposition; Baltimore, MD

Event Date: 
Wed, 11/30/2022 (All day) to Fri, 12/02/2022 (All day)
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To learn more, visit https://www.nctm.org/regionals/.

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Association of Mathematics Teacher Educators 2022 Annual AMTE Conference; Las Vegas, NV

Event Date: 
Thu, 02/10/2022 (All day) to Sat, 02/12/2022 (All day)
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National Council of Teachers of Mathematics 2021 NCTM Fall Virtual Conference

Event Date: 
Wed, 11/17/2021 (All day) to Sat, 11/20/2021 (All day)
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Fraction Activities and Assessments for Conceptual Teaching (FAACT)

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.

Author/Presenter: 
Jessica Hunt
Alejandra Duarte
Kristi Martin
Juanita Silva
Jasmine Welch-Ptak
Year: 
2021
Short Description: 

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.

Prompting Collaborative and Exploratory Discourse: An Epistemic Network Analysis Study

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.

Author/Presenter: 
Jessica Vandenberg, Zarifa Zakaria, Jennifer Tsan, Anna Iwanski, Collin Lynch, Kristy Elizabeth Boyer, and Eric Wiebe
Year: 
2021
Short Description: 

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.

Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI)

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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

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The Developmental Emergence and Consequences of Spatial and Math Gender Stereotypes

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Attitudes and beliefs about math and space have been found to be predictive of STEM participation and achievement, with females generally reporting lower math and spatial self-concept and higher anxieties related to these domains (e.g., Sokolowski et al., 2019). However, little work to date has explored the acquisition of these attitudes and beliefs, particularly related to the domain of space. This is important, because comparing the acquisition of math and spatial attitudes and beliefs may shed light on potential interventions for improving STEM outcomes.

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Strengthening STEM Teaching in Native American Serving Schools through Long-Term, Culturally Responsive Professional Development

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This is a 4-year, level II Exploratory study within the teaching strand of DRK12. The research explores the functioning and impact of a nationally-developed STEM professional development model within the Navajo Nation. Teacher participants represent the entire K-12 grade range and multiple content areas, and they all participate in an innovative STEM-content, culturally responsive, 8-month professional development fellowship. We explore the extent to which culturally responsive principles are evident in their self-authored curriculum units.

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