Thursday, February 25, 2016 1:00 - 1:15 pm Opening Session GB Salons 2-4 1:25 - 1:55 pm Session 1 – Contributed Reports Mar. A Prospective teachers’ evaluations of students’ proofs by mathematical induction Hyejin Park Mar. B Analyzing students’ interpretations of the definite integral as concept projections Joseph F. Wagner Mar. C Organizational features that influence departments’ uptake of instruction: Case studies from inquiry-based learning in college mathematics Sandra Laursen GB 5 An interconnected framework for characterizing symbol sense Margaret Kinzel 2:05 - 2:35 pm Session 2 – Contributed Reports Mar. A Students’ explicit, unwarranted assumptions in “proofs” of false conjectures Bubp Mar. B Physics: Bridging the symbolic and embodied worlds of mathematical thinking Clarissa Thompson, Sepideh Stewart and Bruce Mason Mar. C learning in mathematics: Negotiating the definition of a pedagogy Zachary Haberler and Sandra Laursen GB 5 Student resources pertaining to function and rate of change in differential equations George Kuster 2:35 – 3:05 pm Coffee Break 3:05 – 3:35 pm Session 3 – Contributed Reports Mar. A A new perspective to analyze argumentation and knowledge construction in undergraduate classrooms Karen Keene, Derek Williams and Celethia McNeil Mar. B Prototype images of the definite integral Steven Jones Mar. C The graphical representation of an optimizing function Renee Larue and Nicole Infante GB 5 Support for proof as a cluster concept: An empirical investigation into mathematicians’ practice Keith Weber 3:45 – 4:15 pm Session 4 – Contributed Reports Mar. A A Study of Common Student Practices for Determining the Domain and Range of Graphs Peter Cho, Benjamin Norris and Deborah Moore-Russo Mar. B On symbols, reciprocals and inverse functions Rina Zazkis and Igor Kontorovich
Mar. A Results from a national survey of abstract algebra instructors: Math ed is solving problems they don't have Tim Fukawa-Connelly, Estrella Johnson and Rachel Keller Mar. B Investigating a mathematics graduate student’s construction of a hypothetical learning trajectory Ashley Duncan Mar. C On the axiomatic formalization of mathematical understanding Daniel Cheshire GB 5 Struggling to comprehend the zero-product property John Paul Cook 12:05 – 1:05 pm GB Salons 2-4 Lunch 1:05 – 1:35 pm Session 13 – Contributed Reports Mar. A Examining student attitudes and mathematical knowledge inside the flipped classroom experience Matthew Mar. B Students’ meanings of a (potentially) powerful tool for generalizing in combinatorics Elise Lockwood and Zackery Reed Mar. C Framework for Mathematical Understanding for Secondary Teaching: A Mathematical Activity perspective M. Kathleen Heid and Patricia Wilson 1:45 – 2:15 pm Session 14 – Contributed Reports Mar. A Integrating oral presentations in mathematics content courses for pre-service teachers Sayonita Ghosh Hajra and Abeer Hasan Mar. B Gender, switching, and student perceptions of Calculus I Jessica Ellis and Rebecca Cooper Mar. C Mary, Mary, is not so contrary: Unless she’s wearing Hilbert’s shoes Stacy Brown 2:25 – 2:55 pm Session 15 – Contributed Reports Mar. A Graphing habits: “I just don’t like that” Kevin Moore, Teo Paoletti, Irma Stevens and Natalie Hobson Mar. B The Effect of Mathematics Hybrid Course on Students’ Mathematical Beliefs Kuo-Liang Chang, Roxanne Brinkerhoff and Ellen Backus Mar. C the effect sizes of subtasks to compare instructional methods: A network model Johns, Christopher Nakamura and Curtis Grosse 2:55 – 3:25 pm Coffee Break 3:25 – 3:55 pm Session 16 – Preliminary Reports Mar. A Effect of teacher prompts on student proof construction Margaret Morrow and Mary Shepherd Mar. B Secondary teachers confronting mathematical uncertainty: Reactions to a teacher assessment item on exponents Heejoo Suh, Heather Howell and Yvonne Lai Mar. C Students’ concept image of tangent line compared to their understanding of the definition of the derivative Brittany Vincent and Vicki Sealey
GB 5 Unraveling, synthesizing and reweaving: Approaches to constructing general statements. Duane Graysay City Center A Student conceptions of definite integration and accumulation functions Brian Fisher, Jason Samuels and Aaron Wangberg City Center B Supporting students in seeing sequence convergence in Taylor series convergence Martin, Matthew Thomas and Michael Oehrtman 4:05 – 4:35 pm Session 17 – Contributed Reports Mar. A On the use of dynamic animations to support students in reasoning quantitatively Grant Sander Mar. B Inquiry-oriented instruction: A conceptualization of the instructional the components and practices George Kuster and Estrella Johnson Mar. C Design research on inquiry-based multivariable calculus: Focusing on students’ argumentation and instructional design Oh Nam Kwon, Younggon Bae and Kuk Hwan Oh 4:45 – 5:15 pm Session 18 – Preliminary Reports Mar. A The case of an undergraduate mathematics cohort of African American males striving for mathematical excellence Christopher Jett Mar. B Developing an open-ended linear algebra assessment: initial findings from clinical interviews Muhammad Haider, Khalid Bouhjar, Kelly Findley, Ruby Quea and Christine Andrews-Larson Mar. C Exploring tensions: Leanne’s story of supporting pre-service mathematics teachers with learning disabilities Robyn Ruttenberg-Rozen and Ami Mamolo GB 5 The Complement of RUME: What's Missing From Our Research? Natasha Speer and Dave Kung City Center A Exploring pre-service teachers’ mental models of doing math Ben Wescoatt City Center B ‘It’s not an English class’: Is correct grammar an important part of mathematical proof writing at the undergraduate level? Kristen Lew and Juan Pablo Mejia-Ramos 5:30 – 6:30 pm GB Salons 2-4 Plenary Session David Stinson 6:30 pm Dinner On Your Own Saturday, February 27, 2016 8:35 – 9:05 am Session 19 – Contributed Reports Mar. A Adaptations of learning glass solutions in undergraduate STEM education Shawn Firouzian, Chris Rasmussen and Matthew Anderson Mar. B Pre-service teachers' meanings of area Sayonita Ghosh Hajra, Betsy McNeal and David Bowers Mar. C Personification as a lens into relationships with mathematics Dov Zazkis and Ami Mamolo 9:15 – 9:45 am Session 20 – Preliminary Reports
Mar. A Calculus students' understanding of logical implication and its relationship to their understanding of calculus theorems Joshua Case and Natasha Speer Mar. B Service-learning in a precalculus class: Tutoring improves the course performance of the tutor. Ekaterina Yurasovskaya Mar. C How well prepared are preservice elementary teachers to teach early algebra? Funda Gonulates, Leslie Nabors Olah, Heejoo Suh, Xueying Ji and Heather Howell GB 5 Undergraduate students proof-reading strategies: A case study at one research institution Eyob Demeke and Mateusz Pacha-Sucharzewski City Center A Beyond procedures: Quantitative reasoning in upper-division Math Methods in Physics Michael Loverude City Center B A case for whole class discussions: Two case studies of the interaction between instructor role and instructor experience with a research-informed curriculum Aaron Wangberg, Elizabeth Gire, Brian Fisher and Jason Samuels 9:45 – 10:15 am Coffee 10:15 – 10:45 am Session 21 – Contributed Reports Mar. A A framework for examining the 2-D and 3-D spatial skills needed for calculus Nicole Engelke, Marjorie Darrah and Kristen Murphy Mar. B Ways in which engaging in someone else’s reasoning is productive Naneh Apkarian, Chris Rasmussen, Hayley Milbourne, Tommy Dreyfus, Xuefen Gao and Matthew Voigt Mar. C Transforming graduate students’ meanings for average rate of change Musgrave and Marilyn Carlson 10:55 – 11:25 am Session 22 – Preliminary Reports Mar. A Supporting institutional change: A two-pronged approach related to graduate teaching assistant professional development Jessica Jessica Deshler and Natasha Speer Mar. B Why students cannot solve problems: An exploration of college students' problem solving processes by studying their organization and execution behaviors Kedar Nepal Mar. C Supporting preservice teachers’ use of connections and technology in algebra teaching and learning Eryn Stehr and Hyunyi Jung GB 5 Equity in Developmental Mathematics Students’ Achievement at a Large Midwestern University Kenneth Bradfield City Center B Mathematicians’ rational for presenting proofs: A case study of introductory abstract algebra and real analysis courses Eyob Demeke and Earls
Mar. B Developing mathematical knowledge for teaching in content courses for preservice elementary teachers Billy Jackson, Justin Dimmel, Meredith Muller Mar. C Obstacles in developing robust proportional reasoning structures: A story of teachers’ thinking about the shape task Matt Weber, Amie Pierone and April Strom GB 5 Changes in assessment practices of calculus instructors piloting research-based curricular activities Michael Oehrtman, Matthew Wilson, Michael Tallman and Jason Martin City Center A A critical look at undergraduate mathematics classrooms: Detailing mathematics success as a racialized and gendered experience for college engineers Luis Leyva City Center B Students’ sense-making practices for video lectures Weinberg and Matthew Thomas 4:10 – 4:40 pm Session 28 – Contributed Reports Mar. A Graduate students’ pedagogical changes using iterative lesson study Sean Yee, Kimberly Rogers and Sima Sharghi Mar. B Investigating the role of a secondary teacher’s image of instructional constraints on his enacted subject matter knowledge Michael Tallman Mar. C Learning to think, talk, and act like an instructor: A framework for novice tertiary instructor teaching preparation programs Jessica Ellis 4:50 – 5:20 pm Session 29 – Contributed Reports Mar. A How should you participate? Let me the ways Rachel Keller, Karen Zwanch and Steven Deshong Mar. B Probabilistic Thinking: An initial look at students’ meanings for probability Neil Hatfield Mar. C Fostering teacher change through increased noticing: Creating authentic opportunities for teachers to reflect on student thinking Alan O'Bryan and Marilyn Carlson 5:25 – 6:20 pm Grand Foyer Poster Session 6:30 – 9:00 pm GB Salons 2-4 Dinner and Plenary Sean Larsen