ethanporcaro/eric-fulltext-meta huggingface dataset:
An International Study of Prospective Secondary Teachers&apos; Noticing of Student Thinking
Author: Lesseig, Kristin
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Secondary Education,Attention,Preservice Teacher Education,Foreign Countries,Teacher Student Relationship,Instructional Improvement,Mathematics Instruction

Professional noticing of student thinking is considered a useful construct to investigate instructional decisions and activity made by teachers to support learning. This paper highlights the findings from one component of a multi-university (United States &amp; Australia) research project focused on improving pre-service secondary mathematics teachers' (PSMTs) abilities to notice student thinking. The pre-post video component was specifically designed to document PSMTs' abilities to attend, interpret, and respond to student thinking. Results indicate that despite an improvement in ability to attend to and interpret student thinking, there was relatively no improvement in PSMTs' responding scores. This finding, which contradicts Monson et al.'s (2019) study, raises important questions about context and potential intervening factors to which researchers should attend when designing and implementing noticing interventions. [For the complete proceedings, see ED606556.]
Co-Constructing &quot;Quiet&quot; through Peer Interactions: Understanding &quot;Quiet&quot; Participation in a Small-Group Math Task
Author: Fink, Heather
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Small Group Instruction,Mathematics Instruction,Peer Relationship,Interaction,Student Participation,Grade 9,Group Dynamics,Labeling (of Persons),Urban Schools,High School Students,Shyness,Classroom Communication

To disrupt patterns of marginalization that play out through interactions in math classrooms, teachers need to identify and address inequities in student participation, both in terms of participation outcomes and processes. In this study, I take an expansive view of participation and examine how the &quot;quiet&quot; participation of one 9th grade student is co-constructed through small-group interactions during an Algebra task. Analysis reveals three features of the group's interactions that fostered the co-construction of Becca's &quot;quiet&quot; participation: 1. Becca was positioned as a non-contributing silent beneficiary of learning, 2. Becca's contributions received less support than her peers', 3. Disagreement with Becca was softer than with John. Findings suggest that the perceived issue of low verbal production did not reside within Becca, but rather was the result of inequitable participation processes that played out through peer interactions. [For the complete proceedings, see ED606556.]
Horizon Content Knowledge in Preservice Teacher Textbooks: An Application of Network Analysis
Author: Jauchen, Joanna G.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Pedagogical Content Knowledge,Textbook Content,Preservice Teachers,Teacher Education Curriculum,Undergraduate Students,Elementary School Mathematics,Numbers,Common Core State Standards,Network Analysis

Horizon Content Knowledge (HCK, Ball, Thames &amp; Phelps, 2008), knowledge that teachers hold about the interconnectedness of mathematics, has been recognized as an integral component of Mathematics Knowledge for Teaching, yet little is known about how or where it is taught in the preservice teacher (PST) curriculum or how researchers should study HCK. This study used network analysis to examine HCK in the context of undergraduate PST textbooks. I describe my approach to the study and report on the analytical questions I encountered. I then describe the affordances and constraints of network analysis for understanding HCK and reflect on the power of this tool to understand HCK in a variety of contexts. [For the complete proceedings, see ED606556.]
Addressing Equity and Diversity Issues around Expansion, Displacement, and Growth in Mathematics Education
Author: Silva, Juanita
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Equal Education,Student Diversity,Mathematics Teachers,Teacher Characteristics,Beginning Teachers,Barriers,Culturally Relevant Education,Social Justice,Elementary Secondary Education,Preservice Teacher Education,Postsecondary Education,Teacher Education Programs,Teaching Methods,Language Usage,Student Experience

Embracing the theme of this year's meeting, we seek as a community to consider the role of expansion, displacement, and growth in mathematics education in the privileging of some and marginalizing of others. Following on the topics discussed at the Working Group between 2009- 2018, this year the focus is on balancing the need to reflect and collect around issues of equity and diversity in mathematics education and orienting toward action. Each session is designed to address the needs of (or to create opportunities for) attendees interested in equity, generating and brainstorming new subtopics, potential projects, and/or working to establish standalone working groups dedicated to furthering research on equity. The purpose being to encourage a move away from &quot;big-tent&quot; equity thinking and toward more productive working collectives. [For the complete proceedings, see ED606556.]
Working Group on Gender and Sexuality in Mathematics Education: Experiences of People across Cultures
Author: McGraw, Rebecca
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Gender Issues,Gender Differences,Sexuality,Mathematics Education,Language Usage,Correlation,Self Concept,Mathematics Curriculum,Teaching Methods,Teacher Education,Equal Education,Gender Bias,Social Bias,Foreign Countries,Females,Barriers,STEM Education,Mathematics Achievement,Sexual Identity

The Gender and Sexuality in Mathematics Education Working Group convened in 2018 with a focus on (1) language use, multidimensional understandings of gender and sexuality, and influences of these on methods, results, and interpretations; (2) interactions between gender/sexuality and students' self-perceptions; and (3) the roles of curriculum, pedagogy, and teacher education in students' experiences of gender and sexuality. The 2019 Working Group will continue with these foci, but with an added dimension of learning through examination of work in gender and sexuality in mathematics education across the world, including country/culture-specific studies, and cross-cultural studies. [For the complete proceedings, see ED606556.]
Embodied Mathematical Imagination and Cognition (EMIC) Working Group
Author: Ottmar, Erin R.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Learning Theories,Cognitive Processes,Educational Research,Mathematics Instruction,Workshops,Mathematics Activities,Human Body,Instructional Design,Educational Technology,Technology Integration

Embodied cognition is growing in theoretical importance and as driving a set of design principles for curriculum activities and technology innovations for mathematics education. The central aim of the EMIC (Embodied Mathematical Imagination and Cognition) Working Group is to connect with inspired colleagues in this growing community of discourse around theoretical, technological, and methodological developments to advance the study of embodied cognition for mathematics education. Our thriving, informed, and interconnected community of scholars organized around embodied mathematical cognition will continue to broaden the range of activities, practices, and emerging technologies that contribute to mathematics teaching and learning as well as to research on theses phenomena. This year's proposed EMIC working group builds upon our prior working groups with a specific focus on collaboratively creating embodied activities for mathematics learning that utilize different types of physicality, from full-body to gestural movements. In particular, we aim to develop and evaluate novel activities that apply principles of embodied cognition to foster mathematics learning through engaging in the enactment of carefully crafted movement. Our ongoing goal is to connect researchers and educators as we all create activities which can be implemented in mathematics classrooms. [For the complete proceedings, see ED606556.]
Designing and Researching Online Professional Development
Author: Amador, Julie M.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Educational Research,Online Courses,Electronic Learning,Faculty Development,Middle School Teachers,Mathematics Teachers,Computer Mediated Communication,Coaching (Performance),Video Technology,Mathematics Instruction,Teaching Methods

In this working group, we continue with previous efforts to consider design and research methodologies related to teacher learning in online professional development contexts. We then describe an innovative project designed to support the development of middle school mathematics teachers, with a focus on three distinct forms of online learning: digitally communicated teaching lab lessons, an online course, and online video coaching. Given recent technological advances and demands to support teachers in various contexts, we contend that researching and understanding these online models, as well as other online models is important for the broader field of mathematics education. As a result, Year Three of this proposed discussion group will combine whole-group and subgroup time to converse about: (1) the challenges of online professional learning experiences; (2) research tools, methods, and analyses; (3) the connections among different projects and studies; (4) scaling up online models; and (5) future collaborations and research. [For the complete proceedings, see ED606556.]
Developing Theory, Research, and Tools for Effective Launching: Developing a Launch Framework
Author: Tyminski, Andrew M.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Research,Mathematics Activities,Problem Solving,Elementary Secondary Education,Mathematics Instruction,Teaching Models,Research Projects,Conferences (Gatherings)

This working group continues to develop a research program on the practice of launching mathematical tasks and its resulting impact on learners. Our research agenda contains two strands of inquiry exploring (1) theory and framework building concerning effective launches and (2) empirical examination of the link between launching and opportunities for students to engage in &quot;productive struggle&quot; while solving worthwhile mathematical tasks. Participants will (a) examine empirical data collected from K-12 mathematics teachers in order to further develop our emerging Launch Framework and (b) discuss the next steps to be taken in the development of an empirical research agenda examining launching and high demand tasks. Participants will collaborate to shape the development of the emerging research agenda and plan future research and dissemination. [For the complete proceedings, see ED606556.]
Exploring the Nature of Mathematical Modeling in the Early Grades
Author: Suh, Jennifer M.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Models,Elementary School Mathematics,Elementary School Teachers,Mathematics Instruction,Interdisciplinary Approach,Teaching Methods,Cultural Capital,Faculty Development,Pedagogical Content Knowledge

This working group will engage PMENA members to better understanding the nature of mathematical modeling in the early grades while considering the student perspective and recognizing the importance of teachers knowing their students and the contexts that are meaningful to their students. We will investigate how PK-6 teachers demonstrate the interdisciplinary nature of mathematical modeling, the diversity of mathematical approaches taken by student modelers, and the multiple pathways the teacher can use to elicit students' mathematical thinking. We will explore how mathematical modeling bridges equity and social community in teaching and learning mathematics for all students. Exemplar tasks that emphasized local contexts and tapped into students' funds of knowledge and student artifacts will be shared to illustrate the child's perspective and the developmental progression. These topics will facilitate group discussions exploring the learning progression for mathematical modeling thinking and habits of mind that can develop for emergent mathematical modelers from an early grade. Finally, based on the interests of the participants, we will devote work time to finding synergistic collaborative topics to pursue for future research and practice. [For the complete proceedings, see ED606556.]
Mathematics Teacher Educators&apos; Exploring Self-Based Methodologies
Author: Suazo-Flores, Elizabeth
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Teachers,Mathematics Instruction,Teaching Methods,Teacher Educators,Mathematics Education,Periodicals,Research Methodology,Mentors,Scholarship,Inquiry,Ethnography

Historically underused methodologies in mathematics teacher education such as narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are becoming a more frequent choice of mathematics teacher educators (MTEs). This has opened new challenges for MTEs as they try to disseminate their findings in mathematics education journals. Building from our working group at PME-NA 2018, we respond to the need for creating spaces (communities) where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. This year, we shift our focus from discussion to mentoring and scholarship on self-based methodologies. We invite MTEs with research projects in any stage of preparation to join us to in discussions meant to promote growth, sustainability, and continued insight into the use of self-based methodologies. [For the complete proceedings, see ED606556.]
Complex Connections: Reimagining Units Construction and Coordination
Author: MacDonald, Beth L.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Concept Formation,Numbers,Researchers,Teachers,Cooperation,Educational Research,Student Diversity,Number Concepts,Fractions,Elementary Secondary Education,Preschool Education,Learning Theories

Students' construction, coordination, and abstraction of units underlie success across multiple mathematics domains. Structures for coordinating units underscore notions of numbers as composite units (e.g., five is a unit of five and five units of one). In this working group, we seek to facilitate collaboration amongst researchers and educators concerned with units construction and units coordination. The aim for this working group is two-fold: (1) to extend our research around units construction and coordination to new grade levels; and (2) to collaborate with researchers who investigate students with learning differences in school settings to determine diverse students' mathematics learning trajectories. [For the complete proceedings, see ED606556.]
Learning to Teach Mathematics for Social Justice: Helping Preservice Teachers Connect Critical Topics to Standards
Author: Myers, Marrielle
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Social Justice,Mathematics Instruction,Teaching Methods,Standards,Preservice Teachers,Teacher Education Programs,Audio Equipment,Mathematics Teachers,Teacher Educators,Lesson Plans,Task Analysis,Teacher Student Relationship,Student Attitudes,Pedagogical Content Knowledge

This study examines how preservice teachers select standards, plan tasks, and develop a full lesson plan focused on a social justice context. While traditional studies of this topic involve scholars examining completed lesson plans, this study is unique in that audio data was recorded to capture the types of discussions preservice teachers engaged in while completing social justice lesson plans. Findings indicated that PSTs used keywords to map standards onto elements of the social justice context, that they vacillated between selecting a standard and developing an appropriate task, and that they treated the social justice context as a fixed scenario. I will share examples along with implications for how mathematics teacher educators can better support PSTs as they navigate this complex process. [For the complete proceedings, see ED606556.]
Tiering Instruction on Speed for Middle School Students
Author: Hackenberg, Amy J.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Grade 7,Mathematics Instruction,Individualized Instruction,Student Diversity,Mathematical Logic,Mathematical Concepts,Homogeneous Grouping,Logical Thinking,Middle School Students,Numbers,Knowledge Level,Algebra,Multiplication,Teaching Methods,Time,Freehand Drawing

A design experiment with 18 students in a regular seventh grade math class was conducted to investigate how to differentiate instruction for students' diverse ways of thinking during a 26-day unit on proportional reasoning. The class included students operating with three different multiplicative concepts that have been found to influence rational number knowledge and algebraic reasoning. The researchers and classroom teacher tiered instruction during a 5-day segment of the unit in which students worked on problems involving speed. Students were grouped relatively homogenously by multiplicative concept and experienced different number choices. Students operating at each multiplicative concept demonstrated evidence of learning, but all did not learn the same thing. We view this study as a step in supporting equitable approaches to students' diverse ways of thinking, an aspect of classroom diversity. [For the complete proceedings, see ED606556.]
Statistics Education: (Re)Framing Past Work for Taking a Holistic Approach in the Future
Author: Weiland, Travis
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Statistics,Mathematics Instruction,Teaching Methods,Holistic Approach,Learning Processes,Dialogs (Language),Educational Environment,Instructional Design,Probability,Mathematics Curriculum,Advisory Committees,Educational Change,Educational Cooperation,Interdisciplinary Approach,Meetings,Teacher Education,Standards,Data Analysis,Futures (of Society)

The goal of the proposed working group is to create a space for those interested in researching issues around the teaching and learning of statistics to meet, discuss, synthesize past research, and begin to strategize ways of leveraging multiple perspectives and expertise to identify and address current challenges in statistics education. The nature of statistics being a methodological discipline make it such that statistics education is made up of a diverse array of people from various backgrounds, disciplines, fields, interests and expertise. We propose this working group to create a space for dialogue among people with diverse perspectives to tackle important issues in the teaching and learning of statistics. Diverse perspective help to look at problems in new ways and come up with new solutions. However, we also want to pragmatically make progress towards a goal, which requires some common direction as well. To balance these tensions we frame our work in the notion of learning environments as a way of organizing past work as well as ideas for future projects into a meaningful structure. Additionally we are layering on the consideration of teachers and teaching in the design and enactment of learning environments. [For the complete proceedings, see ED606556.]
Annotation and Classification of Evidence and Reasoning Revisions in Argumentative Writing
Author: Afrin, Tazin
Date: 2020-07-10
Type: Reports - Descriptive
Subjects: Writing (Composition),Persuasive Discourse,Revision (Written Composition),Documentation,Classification,Evidence,Logical Thinking,Elementary School Students,Grade 5,Grade 6,Automation,Writing Evaluation,Sentences,Feedback (Response)

Automated writing evaluation systems can improve students' writing insofar as students attend to the feedback provided and revise their essay drafts in ways aligned with such feedback. Existing research on revision of argumentative writing in such systems, however, has focused on the types of revisions students make (e.g., surface vs. content) rather than the extent to which revisions actually respond to the feedback provided and improve the essay. We introduce an annotation scheme to capture the nature of sentence-level revisions of evidence use and reasoning (the 'RER' scheme) and apply it to 5th- and 6th-grade students' argumentative essays. We show that reliable manual annotation can be achieved and that revision annotations correlate with a holistic assessment of essay improvement in line with the feedback provided. Furthermore, we explore the feasibility of automatically classifying revisions according to our scheme. [This paper was published in: &quot;Proceedings of the 15th Workshop on Innovative Use of NLP for Building Educational Applications&quot; (pp. 75-84). Association for Computational Linguistics.]
Meaningful Mathematics: Networking Theories on Multiple Representations and Quantitative Reasoning
Author: Fonger, Nicole L.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Mathematical Concepts,Concept Formation,Mathematical Logic,Logical Thinking,Theories,Preservice Teachers,Secondary School Teachers,Problem Solving

This paper articulates a stance on the study of students' meaningful mathematics understanding with multiple representations. We integrate Thompson's theory of quantitative reasoning and Dreyfus' theory of multiple representations in our approach to frame and conduct empirical investigations of the study of meaningful understanding of function. We provide empirical data to support our approach to examining representational fluency and functional thinking from this networked stance. Our research articulates how the coordination of theories can be productive in informing the design, conduct, and analysis of contexts aimed to understand students' meaningful math learning with a focus on functional thinking. [For the complete proceedings, see ED606556.]
Teaching with Race in Mind: Exploring the Work of Antiracism in Leading Whole-Class Mathematics Discussions
Author: DeFino, Rosalie
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Discussion (Teaching Technique),Mathematics Instruction,Elementary School Teachers,Mathematics Teachers,Educational Practices,Student Behavior,Social Justice,Critical Theory,Race,Teacher Attitudes,Summer Programs,Grade 5,Classroom Techniques

How might teachers of elementary mathematics pursue antiracism through everyday practices such as leading whole-class discussions? This paper reports on an exploratory study of one White woman teacher's efforts to challenge manifestations of structural racism in classroom interactions with students who are predominantly Black. The results include preliminary characterization of three areas of antiracist work: planned and routine practices, in-the-moment responses to student behavior, and ongoing interpretation of classroom events. Implications for research on mathematics teaching and for mathematics teacher education are discussed. [For the complete proceedings, see ED606556.]