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Past Presentations

Presentations

Professional Noticing: What Difference Do We See in Analyzing Interrelated Noticing...

Thursday, February 08 - Saturday, February 10
Abstract/Description: Noticing activities are abundant in teacher education. We will discuss an implicit methodology used by many that may mask key details about teachers' professional noticing skills. We will engage in two activities to demonstrate the importance of interrelating noticing skills.
Presentations

Student Teachers’ Professional Noticing in Written Justifications Compared to...

Thursday, February 08 - Saturday, February 10
Abstract/Description: We will discuss findings from employing a methodology to study student teachers interrelated professional noticing skills, differences in findings when studying professional noticing as individual skills, and share implications for developing preservice mathematics teacher educators professional noticing.
Presentations

Enhancing Mathematics Teachers’ Curricular Reasoning through Professional Development

Thursday, February 08 - Saturday, February 10
Abstract/Description: Mathematics teachers rely heavily on their curricular reasoning (CR) when making decisions regarding curriculum. In this session, we highlight the Instructional Pyramid model for CR and discuss approaches teacher educators can use to enhance teachers' CR.
Presentations

Mathematics Standards: Authority or Guidance?

Thursday, February 08 - Saturday, February 10
Abstract/Description: We report on how teachers use the CCSSM to make decisions about what they teach or do not teach. This has implications for mathematics teacher educators as we help preservice teachers learn to use policy documents to improve student learning.
Presentations

Noticing With Respect To

Thursday, February 08 - Saturday, February 10
Abstract/Description: The common practice of focusing on noticing a singular event is too simplified to account for teachers’ noticing during responsive teaching. We unpack the complexity of noticing WRT (with respect to) during responsive teaching and the iterative noticing it entails.
Presentations

Classifying Curricular Reasoning: Ways for Capturing Teachers’ Curricular Decisions

Sunday, October 01 - Wednesday, October 04
Abstract/Description: Mathematics teachers make numerous decisions that form lessons that in turn greatly influence what students learn. In making these decisions, teachers rely on their curricular reasoning (CR) to decide on what mathematics to teach, how to structure their lesson, and what problems or tasks to use to achieve their lesson goals. However, teachers differ with respect to the sophistication of their CR and the diversity of CR aspects used in their reasoning. In this paper, we detail two ways to classify teachers’ CR: a leveled approach to capture the increasing sophistication of teachers’ CR, and a heat map approach that highlights the extent to which teacher use various CR aspects in their planning. These methods provide stakeholders avenues by which CR can be studied and that teachers’ CR abilities can be further developed.
Presentations

Professional Noticing: The Interrelated Skills of Attending to and Interpreting...

Sunday, October 01 - Wednesday, October 04
Abstract/Description: We seek to extend the understanding and application of the interrelatedness of professional noticing (Jacobs et al., 2010) by identifying the student mathematical thinking to which (STs’) ability to attend to and interpret student mathematical thinking while student teaching and the ways they interpret the student mathematical thinking that was available to them. We report findings from STs’ individual professional noticing skills of attending to and interpreting students’ mathematical thinking. We then compare these findings to the combination of the two professional noticing skills (i.e. interrelated skills). In this poster, we answer the following research questions, How do STs’ individual skills of attending to and interpreting student mathematical thinking differ from their interrelated professional noticing?
Presentations

Developing a Qualitative Data Analysis Process with a Multi-Research Team

Sunday, October 01 - Wednesday, October 04
Abstract/Description: This poster presents a multi-researcher team’s process of engaging in qualitative data analysis. Three subgroups, each including an experienced researcher and a graduate student, applied iterative approaches to code and identify data patterns regarding ways middle school mathematics teachers use curricular reasoning (CR) to engage learners. Teachers use CR as they design and enact instruction with their students, curriculum materials, and standards in mind. This poster will present ways each subgroup of researchers analyzed the following CR aspects: analyzing curricular materials, viewing mathematics from the learner perspective, and considering mathematical meaning. The poster will illustrate how we created space for dialogue about data analysis, wove seven researchers' perspectives together, and discussed different approaches to analyzing data. Our process has implications for other researchers as they consider data analysis approaches in their contexts, especially when analyzing complex data sets focused on teaching and learning.
Presentations

Research Expectations for Mathematics Education Faculty in US Institutions...

Sunday, October 01 - Wednesday, October 04
Abstract/Description: This paper reports the results of a survey of 404 US mathematics education faculty regarding the research expectations for obtaining tenure. Survey questions asked about expected numbers of publications per year, how much different types of publications (e.g., journal articles, book chapters) and scholarly activities (e.g., giving presentations, obtaining funding) were valued. Statistical analyses were used to examine differences in these results across three demographic characteristics (institution type, research commitment, department). We found statistically significant differences related to each of these variables. Research expectations varied substantially across institution type. For example, the average expected number of yearly publications was 2.23, 1.63, and .99 papers at R1, R2, and Other institutions respectively. By contrast, research expectations seldom varied by department.
Presentations

Students’ Structural Reasoning about Rational Expressions

Sunday, October 01 - Wednesday, October 04
Abstract/Description: Scholars suggest that students’ difficulties in making sense of and meaningfully manipulating algebraic expressions is due to their lack of structural reasoning. Research studies have documented that students seldom use expert structural reasoning but give little insight into the nature of students’ non-expert structural reasoning. Our study examines how six AP students identify structure, match structures to rules for manipulation, and evaluate their matches as they solve problems involving rational expressions. We found that students were engaged in structural reasoning throughout the hour-long interviews, and that successful solutions were characterized by students identifying structures by breaking expressions into smaller parts based on the highest level of operation (HLO), matching those structures to valid rules, and evaluating the correctness and progress made by the match they constructed.