Upcoming Presentations

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CPR for the Common Core: Using the Comprehensive Mathematics Instruction (CMI) Framework to Unpack Standards Across a Learning Cycle

Presenters: Scott Hendrickson and Sterling Hilton, Brigham Young University
Location: NCSM Conference, Washington DC
Abstract/Description:
The Comprehensive Mathematics Instruction (CMI) Framework developed by the Brigham Young University Public School Partnership informs teachers on how to align CCSSM content standards along a progression from emerging ideas, strategies and representations towards more robust conceptual, procedural, and representational understanding. In this session participants will use the CMI framework to deepen their understanding of a subset of high school standards as they select, sequence and connect these standards across a learning cycle of instruction.

How Positioning Affects Student Learning in an Inquiry-based Classroom

Presenters: Kelly Campbell, University of Delaware and Daniel K. Siebert, Brigham Young University
Location: NCTM in Washington DC
Abstract/Description:
The ways students are positioned influence what students come to learn. The purpose of this report is to illustrate the value of analyzing student and teacher interactions through the lens of positioning. We found that a student struggled because she was following the storyline of "doing school mathematics" while the teacher was following the storyline of "doing mathematics." Teachers need support in learning to help students take on new positions within the storyline of "doing mathematics."

The Structure of Conceptually-Oriented Mathematics Explanations

Presenters: Daniel K. Siebert and Kelly Eddington, Brigham Young University
Location: NCTM Conference, Washington DC
Abstract/Description:
Conceptually-oriented mathematics explanations (CMEs) are understudied even though they support students' mathematical reasoning and learning. In this study, we examine the CMEs written in a university mathematics education course to identify the components and structure of CMEs. We found that CMEs are comprised of constructions and equivalences, and that students use templates of class-sanctioned definitions and processes to build validity for their CMEs.