AERA Session Information

Sessions Sponsored by SIG/RME, Division C.3, & Division K.1

 

Note:    Due to space limitations, only the name of the first person is listed for the majority of the presentations noted below.  Please see the final program on AERA’s website (www.aera.net) for complete listings of presentations.

 

 

Monday, April 12, 2004

 

12:00 – 2:00 p.m.

Symposium: Lesson Events as the Basis for International Comparisons of Classroom Practice

Organizer(s) & Chair: David J. Clarke (University Of Melbourne)

Discussant:  Jeremy Kilpatrick (University of Georgia)

Participant(s): 

·          Summing Up (Matome), Shimizu Yoshinori (Tokyo Gakugei University)

·          Setting the Task, Christine Keitel (Free University of Berlin)

·         Beginning the Lesson:  The First 10 Minutes, Carmel Mesiti (University of Melbourne)

·          Learning Tasks, Ida Ah Chee Mok (University of Hong Kong)

·         Guided Development, Joanne Lobato (San Diego State University)

·          Walking Between Desks (Kikan-Shido), David J. Clarke (University of Melbourne)

 

 

12:00 – 2:00 p.m.

Symposium:  Examining Teaching and Learning in Mathematics and Science from a Models and Modeling Perspective

Chair:  Richard Lesh (Purdue University)

Discussant:  Jere Confrey (Washington University at St. Louis)

Participants: 

·          Some Foundations of Models and Modeling Perspectives for Teaching and Learning, Richard Lesh (Purdue University)

·          Mathematical Modeling in the Elementary School, Lyn D. English (Queensland University of Technology)

·          Students’ Models as a Means of Support in Teacher Development, Kay J. McClain (Vanderbilt University)

·          Some Foundations of Models and Modeling Perspectives for Teaching and Learning, Helen M. Doerr (Syracuse University)

·          Mathematical Modeling in the Elementary School, James J. Watters (Queensland University of Technology)

·          The Role of Interest, Identity, and Social Functioning as Central to Learning, James A. Middleton (Arizona State University)

·          Modeled-Based Reasoning in Mathematics and Science, Richard Lehrer (Vanderbilt University)

·          Mathematical Modeling in the Elementary School, Sue Mahoney (Queensland University of Technology)

 

 

1:00 – 1:40 p.m.

Paper Discussion Session: Mathematics and Discourse

·          Mediating Mathematical Meaning Through Discourse, Mary Truxaw (University of Connecticut)

·          “We” and “They,” “Should” and “Shouldn’t”: The Construction of Moral Discourse and Appropriation of Primary Identity in Mathematics Classroom, Jae Hoon Lim (The George Washington University)

·          Group-Level Development of Powerful Discourses in Mathematics: Networked Classroom Technologies as Mediating Artifacts, Nancy Ares (Warner School, University of Rochester)

·         What do Mathematics Teachers Ask Students to Do in Lessons: TIMSS Data Analysis, Shu-ling Lai (Ling Tung College)

·          Mortgage Loans—Is Racism a Factor?: Teaching Mathematics for Racial Justice, Eric Gutstein (University Of Illinois - Chicago)        

·         (Accepted, but will not be presented) Representations of Mathematics in the Cultural Field: a Discursive Approach, Jeffrey Evans (Mathematics & Statistics Group, Middlesex University Business School)

 

 

2:15 – 3:45 p.m.

Symposium:  Developing a Knowledge Base for Teaching: Learning Content and Pedagogy in a Course on Patterns and Functions

Chair:  Margaret Smith (University of Pittsburgh)

Discussant:  James Greeno (Stanford University); Miriam Gamoran Sherin (Northwestern University)

Participants:

·          Thinking Through a Lesson:  Lesson Planning as a Vehicle for Teacher Learning, Elizabeth Hughes, Margaret Smith (University of Pittsburgh); Edward Silver (University of Michigan)

·          Accessing Proportionality in the Service of Developing the Concept of Function,  Amy Hillen (University of Pittsburgh)

·         Comparing Knowledge Bases and Reasoning Structures in Discussions of Mathematics and Pedagogy, Michael Steele (University of Pittsburgh)

·         Capitalizing on Previous Discussions to Deepen Teachers’ Engagement with Mathematics and Pedagogy, Randi Engle (LRDC, University of Pittsburgh)

·         Cases as a Vehicle for Enhancing Teacher Learning of Mathematics Content and Pedagogy, Margaret SmithUniversity of Pittsburgh)

·          Functional Representations of Functions for Conceptual Flexibility, Gaea Leinhardt (University of Pittsburgh)

 

 

2:15 p.m. – 3:45 p.m.

Symposium: Small Group Mathematical Modeling in Engineering: A Case of Collaboration

Organizer(s) & Chair:  Judith S. Zawojewski (Illinois Institute Of Technology)

Participant(s): 

·          Principles for Studying Transformation of a Freshman Engineering Class, Heidi Diefes-Dux (Purdue University)

·          Collecting Evaluation Data to Support the Transformation, Brenda M. Capobianco (Purdue University)

 

 

2:15 – 3:45 p.m.

Paper Session:  Issues in the Preparation of Mathematics and Science Teachers

Session Chair:  Jeffrey E. Barrett (Illinois State University)

Session Discussant:  Juliet A. Baxter (University of Oregon)

·          Learning About Science, Technology, Society and Environment (STSE) Perspectives Through Case Methods in Teacher Education, Erminia G. Pedretti (University of Toronto)

·          Doing, Observing, and Reflecting:  Teaching Future Teachers About Collaboration on Science Tasks, Alexander W. Chizhik (San Diego State University)

·          Developing the Foundations for Teaching Elementary Mathematics:  Challenges for Educating Prospective Teachers, Jean M. Mitchell (California State University at Monterey Bay)

·          Mathematics Stories:  Preservice Teachers’ Images and Experiences as Mathematics Learners, Lisa Kirtman (California State University at Fullerton)

·          Challenges of Teaching Prospective Teachers How to Use Instructional Representations Effectively in Teaching Mathematics, Rhonda B. Cohen (University of Michigan)

 

 

2:15 – 3:45 p.m

Paper Session:  Mathematical Reasoning in Secondary School and Beyond

Session Chair:  David Kirshner (Louisiana State University)

Session Discussant:  Judith M. Kysh (San Francisco State University)

·          Mathematical Modeling in Everyday Engineering Work and Its Implications for K-12 Math Education, Julie Gainsburg (California State University at Northridge)

·         Proving and Proof in High School Geometry:  What is “it” That is Going On for Students and How Do They Make Sense of It?, Patricio G. Herbst (University of Michigan)

·         Students’ Conceptual Understanding of the Standard Deviation, Robert C. DelMas (University of Minnesota)

·         The Reflexive Elaboration of Understanding:  An Ethnography of Graphing in a Fish Hatchery, Wolff-Michael Roth (University of Victoria)

·          Images and the Growth of Mathematical Understanding in Workplace Training, Lyndon Martin (University of British Columbia)

 

 

4:05 – 6:05 p.m.

Symposium:  On the Effectiveness of Mathematics Curriculum:  Examining the Quality of the Evaluations:  NAS

Chair:  Martin Orland (The National Academies, Center for Education)

·          Analysis of the Comparative Evaluation Studies, Jere Confrey (Washington University at St. Louis);

·          Overview of the Effectiveness of Mathematics Curriculum:  Examining the Quality of the Evaluations Project, Carole B. Lacampagne (The National Academies);

·          Analysis of the Comparative Evaluation Studies, Douglas A. Grouws (University of Iowa);

·          Discussion of the Synthesis, Background, and Informative Studies, Carolyn Mahoney (Elizabeth City State University);

·          Analysis of the Comparative Evaluation Studies, William H. Schmidt (Michigan State University);

·          Analysis of the Case Studies, Patrick W. Thompson (Vanderbilt University)

 

 

4:05 – 6:05 p.m.

Symposium:  Perspectives on Statistical Literacy

Chair:  Koeno PE Gravemeijer (Freudenthal Institute)

Discussant:  George B. Greer (San Diego State University)

·          Cultivating Students’ Mathematical Interests:  The Case of Statistical Data Analysis, Paul A. Cobb (Vanderbilt University)

·          Modeling and Tool Use as Catalysts for Developing Statistical Literacy, Koeno PE Gravemeijer (Freudenthal Institute)

·          Linking “Statistical Numbers” with “Statistical Contexts” in Statistical Education, Jose Luis Cortina (Vanderbilt University)

·          The Meaning of Statistical Variation in the Context of Work, Celia M. Hoyles (University of London)

 

 

 

 

 

4:55 – 5:355 p.m.

Paper Discussion Session:  The Role of Representation in Mathematics Learning and Teaching:  The Case of Fractions

·         Area Models and Number Lines in the Construction of Equivalent Fractions, Jennifer Garcia de Osuna (University of California at Berkeley)

·         Children’s Multiplicative Partitions of Area in Equal Folding Tasks, Susan B. Empson (University of Texas at Austin)

·         Students’ Responses to Number Lines:  A Window into the Relationship Between learning Representation Conventions and Learning Fraction and Rational Numbers, Yujing Ni (Chinese University of Hong Kong)

·         Teaching and Learning to Add Fractions on Number Lines in One Sixth-Grade Classroom, Andrew G. Izsák (University of Georgia)

·         Teachers’ Frameworks for Assessing Student Understanding of Area Model and Number Line Representations of Fractions, Maryl Gearhart (University of California at Berkeley)

·         US and Japanese Differences in Rational Number Understanding:  A Conceptual Comparison of Multiple and Single Perspective Instructional Approaches, Bryan J. Moseley (Florida International University)

·         Fostering an Understanding of Ratio and Proportion in the Rational Number System Using Linear Measurement and Percent, Joan Moss (University of Toronto)

 

 

 

Tuesday, April 13, 2004

 

10:35 a.m. – 12:05 p.m.

Paper Session:  Learning in Communities of Practice: A Journey of the Self – SIG/RME Invited Address

Session Chairs:  Rogers Hall (Vanderbilt University), Daniel I. Chazan (University of Maryland)

Session Discussant: 

·          Learning in Communities of Practice:  A Journey of the Self, Etienne Wenger (CPSquare)

 

 

10:35 a.m. – 12:05 p.m.

Paper Session:  Mathematics Teacher Thinking and Learning

Session Chair:  Jeffrey Shih (University of Nevada – Las Vegas)

Session Discussant:  Patricio G. Herbst (University of Michigan)

·          Epistemological and Subject Matter Beliefs of Middle School, Mara Alagic (Wichita State University)

·         Coordinating Problem-Solving Strategies and Multiplication Knowledge in One Sixth-Grade Classroom, Andrew G. Izsák (University of Georgia)

·         A Close Look at the Middle School Mathematics Teachers’ Implementation of Graphing Calculators, Beth Herbel-Eisenmann (Iowa State University)

·         How Middle School Mathematics Teachers in Shanghai Use Student Homework as Tool for Teacher Learning in the Workplace, Yanping Fang (Michigan State University)

·         Are Reform-Oriented Teaching Practices Associated with Improved Mathematics and Science Scores? Vi-Nhuan Le (RAND)

 

 

2:15 – 2:55 p.m.

Paper Session:  Investigating the Learning of Pre-service Mathematics and Science Teachers

·          Pre-service Teachers’ Inquiry into Children’s Thinking, Constance Haack (Wichita State University)

·          Math and Science Preparation of Preservice Elementary Teachers:  A Collaboration of Teachers and University Faculty, Juliet A. Baxter (University of Oregon)

·          Departmental Mentoring:  A Community of mathematics Teachers Supporting a Pre-serivce Teachers’ Learning, Rebekah Elliott (University of Washington)

 

 

2:15 - 3:45 p.m.

Symposium:  Advancing the Theory and Design of Curriculum Materials that Support Practice

Organizer & Chair:  Matthew W. Brown (University of Illinois at Chicago)

Discussant:  Edward A. Silver (University of Michigan)

·         Curriculum Materials as Tools , Janine Remillard (University of Pennsylvania)

·         Toward a Theory of Curriculum Design and Use, Matthew W. Brown (University of Illinois at Chicago)

·         Curriculum Materials as Tools , Elizabeth A. Davis (University of Michigan)

·         Examining the “Voice” of a Mathematics Textbook:  How Does the Textbook Speak to and Frame the Teacher and Students? Beth A. Herbel-Eisenmann (Iowa State University)

 

 

2:15 – 3:45 p.m.

Paper Session:  Community as a Context for Mathematics and Science Teacher Learning

Session Chair:  Terry L. Wood (Purdue University)

Session Discussant:  Doris Ash (University of California at Santa Cruz)

·          So That’s What it Means to Teach Quality Mathematics to Urban, Latina/o Students!:  A “Community of Practice” Model for Developing Pre-Service Teachers,   Rochelle Gutierrez (University of Illinois at Urbana-Champaign)

·          Understanding Beginning Teachers’ Needs:  The Effects of RENEW, A Retention and Renewal Mathematics Project, Stella Erbes (Pepperdine University)

·          Small Learning Communities That Support Teachers in Learning to Teach Science as Inquiry, Barbara Ann Crawford (Cornell University)

·          Conversations Reflecting Reform:  Online Discussion as a Context for Teachers’ Professional Development in Elementary Mathematics, Lisa Wilson Carboni (University of North Carolina at Chapel Hill)

·          Developing and Supporting Elementary Mathematics Teacher’s Reform Beliefs, Lynda E. Colgan (MSTE Group)

 

 

2:15 - 3:45 p.m.

Symposium:  Mathematics Instruction in Urban Elementary Schools:  Evidence on Patterns of Practice

Discussants: Susanna Loeb (Stanford University);Lorraine McDonnell (University of California – Santa Barbara)

·         Introduction to the Study of Instructional Improvement Mathematics Log, Jenny DeMonte (University of Michigan)

·         Appraising the Validity of Log Data, Deborah Ball & Keisha M. Ferguson (University of Michigan)

·         Instructional Time in Mathematics and Students’ Opportunities to Learn, Deborah Ball & Douglas Corey (University of Michigan)

·         Using Instructional Logs to Study Elementary School Mathematics:  A Close Look at Curriculum and Teaching in the Early Grades, Brian P. Rowan (University of Michigan)

·         Influences on Instruction Focused on Complex Mathematical Learning Outcomes, Douglas Corey (University of Michigan)

·         Using Instructional Logs and Measures of Teacher Content Knowledge to predict Student Performance, Heather C. Hill (University of Michigan)

 

 

4:05 – 6:05 p.m.

Symposium:  Finding Balance:  Re-visiting the Relations Between Conceptual and Procedural Knowledge

Chairs:  Bethany Rittle-Johnson (Vanderbilt University); Jon R. Star (Michigan State University)

Discussant:  Karen C. Fuson (Northwestern University)

·         The Relation Between Conceptual and Procedural Knowledge:  Past, Present, and Future, Arthur J. Baroody (University of Illinois)       

·         The Development of Flexible Procedural Knowledge in Equation Solving, Jon R. Star (Michigan State University)

·         Using Real-World Contexts to Strengthen Links from Procedural Knowledge to Improved Conceptual Knowledge, Bethany Rittle-Johnson (Vanderbilt University)   

·         Conceptual and Procedural Relationships in Mathematics Teaching Re-examined from an International Perspective, James Hiebert (University of Delaware)

·         Benefits of Prior Procedural Knowledge for Learning from Conceptually-Oriented Instruction on Functions, Mindy Kalchman (DePaul University)   

 

 

4:55 – 5:35 p.m.

Paper Session:  Representation and Assigning Meaning in Mathematics Learning

·          Comprehending and Solving Word Problems in Mathematics, Paredes-Dávila Hilda (Universidad Nacional Autónoma de México)

·          Representational Fluency Among Middle School Students Solving Pattern Generalization Problems, Haggai Kupermintz (University of Colorado at Boulder)

·          Tools for Supporting the Orchestration of Mathematical conversations:  A Case from Proportional Reasoning, Jose Luis Cortina (Vanderbilt University)

·          What Counts as Statistical Understanding:  An Ethnographic Study in an AP Statistics Class, Yan Liu (Vanderbilt University)

·          When Computers Become Constructivist Learners:  Helping Students Understand the Communicative Function of Symbols, Kristen C. Pilner (Stanford University)

·          Students’ and Teachers’ Conceptions About What Constitutes a Good Assessment Problem in Mathematics, Ana Remesal (University of Frankfurt)

 

 

6:15-7:45 p.m.

Annual Business Meeting of SIG/RME

Chairs:  Daniel I. Chazan (University of Maryland),Randolph A. Philipp (San Diego State University)

 

 

 

Wednesday, April 14, 2004

 

8:05 -10:15 a.m.

Symposium:  Making Lesson Structure Visible:  Alternative Analysis Techniques Applied to a Large International Mathematics Data Set

Discussant:  Kevin F. Miller (University of Illinois)

·         Lesson Signatures:  A Methodology for Examining the Interplay of Variables Across Time, Karen B. Givvin (LessonLab)

·         Out of Order:  Extracting patterns from Sequences of Lesson Codes, Sujai Kumar (University of Illinois at Urbana-Champaign)

·         Let HOMALS Show You the Story, Xiaobin Zhou (University of Illinois at Urbana-Champaign)

·         Charting the Course:  Navigating Lesson Data Through Visual Representations, Christopher A. Correa (University of Illinois at Urbana-Champaign)

 

 

10:35 a.m. – 12:05 p.m.

Symposium: Research Issues in the Improvement of Mathematics Teaching and Learning Through Professional Development

Organizer(s) & Chair:  Jo Ellen Roseman (American Association for The Advancement of Science)

Discussant:  Mary C. Shafer (Northern Illinois University)

Participant(s):  Linda D. Wilson, George E. Deboer (American Association for The Advancement of Science); Kathleen M. Morris (AAAS Project 2061); Gerald Kulm, Victor L. Willson, Mary Margaret Capraro, Robert M Capraro (Texas A&M University); Jon Manon (University of Delaware)

 

 

12:25 – 1: 55 p.m.

Symposium:  Video-based Analysis of Practice for Teacher Learning in Mathematics

Chairs:  Rossella Santagata (LessonLab & UCLA); Nicole Kersting

Discussant:  Ronald Gallimore (University of California); James Hiebert (University of Delaware)

·         What Can Pre-Service Teachers Learn from the Analysis of Videotaped Lessons? Claudia Zannoni (Universita’ di Bologna); James Stigler (LessonLab, Inc.)

·         Using Analysis of Video Clips of Lessons to Assess Mathematics Teachers Analysis of Practice Ability, Nicole Kersting (UCLA)

·          To Watch, Perchance to Learn: Pitfalls in Learning From Classroom Video and Some Solutions, Kevin Miller, Linda Sims, Michelle Perry, Xiaobin Zhou (University of Illinois at Urbana-Champaign)

·         An Experimental Model for Analyzing and Improving Classroom Lessons, Anne Morris (University of Delaware)

 

12:25 – 1:55 p.m.

Interactive Symposium: Examining the Rigor and Applicability of Design Experiments

Organizer(s) & Chair: James A Middleton - Arizona State University

Discussant:  Denis C. Phillips (Stanford University)

Participant(s): James A Middleton, Don Evans, Dale R. Baker, Wilhelmina C. Savenye, Robert Atkinson, Chell Roberts, Stephen Krause, Sharon E. Kurpius, Cumali Oksuz (Arizona State University);   Anthony E. Kelly, Brenda Bannan-Ritland (George Mason University); Richard Lesh (Purdue University), Susanne P. Lajoie (McGill University);  Teruni de Silva Lamberg (Vanderbilt University); Daniel T. Hickey (University Of Georgia);  David Williamson Shaffer (University Of Wisconsin – Madison); Finbarr C. Sloane, James S. Dietz (National Science Foundation);  Stephen A. Gorard, Christopher M. Taylor (Cardiff University); Thomas Brush (Indiana University); Terri B. Kurz (Mississippi State University); Steven M. McGee (Center for Educational Technologies)

 

 

2:15 – 3:45 p.m.

Paper Session:  Examining Mathematics and Science Teacher Cognition

·          Quality Science, Mathematics, and Technology Teaching:  The Emerging Landscape of the NSF Teacher Professional Continum Program, Patricia K. Freitag (Education Policy Institute)

·          Professional Development of Secondary Mathematics Teachers:  What Do We Know and Where Do We Go?, Francine Cabral Roy (University of Rhode Island)

·          Teachers’ Content Knowledge and Associated Confidence During Professional Development in an Authentic Research Environment,Eva Erdosne Toth (Allegheny – Singer Research Institute)

·          Framing Urban High School Teachers’ Professional Development:  Modeling a Disposition to Inquiry, Catherine E. Milne (New York University)

·          Seeing Equity in Video:  Identifying Equity Issues That Teachers Recognize in Video Clips from Mathematics Classrooms, Andrew M. Brantlinger (Northwestern University)

·          “Views of Inclusion, Culture, and Equity” (VOICE):  An Instrument to Measure Teachers’ Views of Equity, Barbara A. Austin

·          Believing All Children Can Learn:  What Does It Mean for Mathematics and Is It Enough? Francine Cabral Roy (University of Rhode Island)

·          A Framework for Studying the Mathematical Knowledge for Teaching:  Knowledge of Reasoning and Proof, Andreas J. Stylianides (University of Michigan)

·          Teacher Reflection and Reflective Abstraction:  Viewing Mathematics Teachers’ Change from Two Perspectives, Patrick W. Thompson

·          Learning to Teach Algebra with Algebra Tiles:  Analogical Thinking Spawns Deeper Mathematical Insight Say Teachers, Barbara M. Kinach (University of Maryland at Baltimore County)

·          Negotiating the Literacy Demands of Reform-Based Mathematics Curricula, Kelly Chandler-Olcott (Syracuse University)

·          Teacher-Student Interactions in Teacher-Led Groups in Elementary Mathematics Classrooms, Joanna Higgins (Wellington College of Education)

 

 

 

Thursday, April 15, 2004

 

8:05 – 10:15 a.m.

Symposium: Improved Instruction or Increased Inequities? Multiple Interpretations of Trends in NAEP Mathematics Data

Organizer(s) & Chair:  Sarah T. Lubienski (Iowa State University)

Discussant:  Steven Gorman (National Center for Education Statistics

Participant(s):  Sarah T. Lubienski (Iowa State University); Marilyn E. Strutchens (Auburn University); Tom S. Loveless (Brookings Institution); Patricia Ann Kenney (University Of Michigan)

 

 

8:05 -10:15 a.m.

Symposium:  Using Sociological Theories to Deconstruct a Case of Equitable Mathematics Teaching

Chair:  Kakin M. Brodie (Stanford University)

Discussant:  Michael W. Apple (University of Wisconsin)

Participants:  Jo Boaler (Stanford University); Robyn Zevenbergen (Griffith University); Stephen Lerman (South Bank University)

 

 

8:05 – 10:15 a.m.

Symposium:  Attentional Processes, Salience, and “Transfer” of Learning:  Perspectives from Neuroscience, Cognitive Science, and Mathematics Education

Chair:  Joanne Lobato (San Diego State University)

Discussant:  Ference Marton (Univeristy of Gothenburg)

·          Using the Construct of “Focusing Phenomena” to Explore Links Between Attnetional Processes and “Transfer” in Mathematics Classrooms, Amy Ellis (San Diego State University)

·          An Examination of the Relationships Between Attentional processes and Transfer from Brain Research, Bruce McCandliss (Sackler Institute for Developmental Psychology)

·          Noticing and Production in Preparation for Future Learning, Daniel L. Schwartz (Stanford University)

·          Relationships Between Spontaneous Focusing on Numerosity and Early Mathematical Skills, Minna Hannula (Univeristy of Turku)

 

 

8:05 – 10:15 a.m.

Symposium:  Supporting Middle School Teachers to Assist Students in Making the Transition from Arithmetic to Algebraic Reasoning

Chair:  Mitchell J. Nathan (University of Colorado)

Discussant:  Mindy Kalchman (University of Wisconsin at Madison)

·          Students’ Initial and Developing Conceptions of Variable, Aaron D. Weinberg (University of Wisconsin at Madison)

·          Developmental Differences in Representational Fluency:  Evidence for Relational and Instance-Based Methods for Reasoning About Patterns, Haggai Kupermintz (University of Colorado at Boulder) 

·          Teachers’ knowledge and Beliefs About Students’ Development of Algebraic Reasoning, Kenneth R. Koedinger (Carnegie Mellon University); Pamela Asquith

·          Connecting Teachers’ Views of Their Own Learning of Mathematics with That of Their Students, Eric Eiteljorg (University of Colorado at Boulder) 

·          Developing Teachers’ Attention to Students’ Algebraic Thinking, Ana C. Stephens (University of Wisconsin at Madison)

·          STELLAR Teacher Professional Development:  Design and Research, David W. Wortham (Neo Dat Ta)

·          Students’ Initial and Developing Conceptions of Variable, Nicole M. McNeil (University of Wisconsin at Madison)

·          Developing Teachers’ Attention to Students’ Algebraic Thinking, Laura J. Grandau (University of Wisconsin at Madison)

·          Online Teacher Professional Development in the STELLAR System:  Design and Research, David K. Woods (University of Wisconsin at Madison)

·          Connecting Teachers’ Views of Their Own Learning of Mathematics with That of Their Students:  A Program for Teacher Professional Development, Mary E. Pittman (University of Colorado at Boulder)

·          Teachers’ Knowledge and Beliefs About Students’ Development of Algebraic Reasoning, Mitchell J. Nathan (University of Colorado at Boulder)

 

 

9:05 – 9:45 a.m.

Paper Discussion Session: Mathematics Teacher Development

·          Leadership and Learning in Mathematics Education: Cases of Collaboration Among Principals, Teacher Leaders, and Teachers, Cathy Grant (Rivendell Interstate School District)                           

·         Prospective Teachers' Design of Academic Tasks as Exhibited in Their Lesson Planning, Cynthia Anhalt (University Of Arizona)        

·          Can Grading Homework Enhance Math Teachers’ Understanding of  Students’ Thinking in Cultural and Linguistically Diverse Mathematics Classrooms? Shuhua An (California State University, Long Beach)      

·          Early Childhood Teachers of Mathematics: A Formative Instrument for Reflection, Verónica Carlan (The University of Texas at Brownsville)              

·         Using a Change Process Research Measure to Assess the Effectiveness of Professional Development, Jeanne Klockow(University Of Las Vegas, Nv)              

·         Indexing Distributions of Data: Preservice Teachers’ Notions of Representativeness, Aisling Leavy (University of Maryland, College Park)

·          Teacher Attitudes and Beliefs in Elementary and Middle School Settings, Regina Mistretta (St. John's University)

 

 

10:35 a.m.  – 12:05 p.m.

PLEASE NOTE: The following symposium was mistakenly omitted in the first listing. We apologize for the confusion.

Interactive Symposium: Clearing the Air About School Mathematics Achievement: What do NAEP Data Tell Us? (Jointly Sponsored with SIG - Research Using NAEP Data)

Chair: Frank K. Lester

 

 

10:35 a.m.  – 12:05 p.m.

Symposium: Learning to Learn to Teach: Implementing and Assessing an Experiment" Model for Teacher Preparation"

Organizer(s) & Chair:  James Hiebert (University Of Delaware)

Discussants:  Deborah Ball, Hyman Bass (University of Michigan)

·          A Process of Continuing Research-Based Improvement, Laura S. Kincaid (University of Delaware)

·          Early Changes in Mathematics Performances of Pre-service Teachers, Christine Gorowara (University of Delaware)

·          Can Pre-service Teachers Treat Lessons as Experiments?  Anne Morris (University of Delaware)

·          Developing and Testing New Measures of Teachers’ Ability to Learn from Studying Teaching, Dawn M. Berk (University of Delaware)

 

 

10:35 a.m. – 12:05 p.m.

Symposium:  Articulating Effective Design Principles in Professional Development: A Focus on Interactions

Chair:  Deborah Schifter (Educational Development Center)

Discussant:  Suzanne Wilson (Michigan State University)

·          The Role of Content Domain as a Tool for Professional Development, Megan Franke (University of California-Los Angeles)

·          Representations of Classroom Practice as Tools for Professional Development, Elham Kazemi (University of Washington)

·          A Focus on Mathematics Content as a Tool for Professional Development, Kay McClain (Vanderbilt University)

·         Case Writing as a Tool for Professional Development, Deborah Schifter (Education Development Center) and Virginia Bastable (Mount Holyoke College)

 

 

10:35 a.m. – 12:05 p.m.

Symposium:  Using Classroom Artifacts to Measure Instructional Practice in Middle School Mathematics: A Two-State Field Test

Chair:  Hilda Borko (University of Colorado)

Discussants:  Joan L. Herman (University of California, Los Angeles); Brian P. Rowan (University of Michigan)

·         A Classroom Artifact Package for Measuring Instructional Practice: Validity of Ratings, Brian Stecher (Rand Corporation)

·         Instructional Practice and Student Learning: What We Learn from the Analysis of Classroom Discourse, Elizabeth Dorman (University of Colorado)

·         A Classroom Artifact Package for Measuring Instructional Practice: Reliability of Ratings, Karin Kuffner (University of Colorado)

·         Data Collection Methods and Procedures: The Scoop Notebook, Alice Wood (Rand Corporation)

·         The Scoop Notebook Project:  Current Issues and Future Steps, Mary Lou Gilbert (Rand Corporation)

 

 

10:35 – 12:05 p.m

Paper Session:  Curriculum, Assessment and School Reform in Mathematics Education

Session Chair:  Beth A. Herbel-Eisenmann (Iowa State University)

Session Discussant:  Eric R. Hamilton (United States Air Force Academy)

·          An Analysis of Concurrent and Predictive Validity of Curriculum-Based Mathematical Word Problem Solving Measures, Edward Sczesniak (Lehigh University)

·         Credible Tools for Formative Assessment:  Measurement and Qualitative Research Needed for Practice, Julian S. Williams (University of Manchester)

·         Curriculum Research:  Toward a Framework for “Research-Based Curricula”, Douglas H. Clements (University of Buffalo, SUNY)

·         Implementing Standards-Based Mathematics Curricula:  Instructional Practices Versus Reform Vision in the Middle and High School, David C. Wilson (Buffalo State, SUNY)

·         Teacher and Principal Beliefs About Teaching Mathematics in an Urban Setting, Judith McVarish (New York University)

 

 

10:35 a.m. – 12:05 p.m

Paper Session:  Prior Knowledge, Bridging Activities and Mathematics Learning

Session Chair:  Terry L. Wood (Purdue University)

Session Discussant:  David K. Pugalee (University of North Carolina at Charlotte)

·          A Second Grade Rough Transition from Verbal Explanations to Number Sentences, Marcela Perlwitz (Wabash College)

·         A Tool as “Functional Prior Knowledge” in a Mathematics Game, Randy Rall (Azusa Pacific Univeristy)

·         Developing the Math Skills of Adolescents With and Without Disabilities in Inclusive Settings, Brian Bottge (University of Wisconsin at Madison)

·         Preschoolers’ Understanding of Subtraction-Related Principles, Arthur J. Baroody (University of Illinois)

·          Preservice Elementary School Teachers’ Conceptions of Multidigit Whole Numbers in Our Base-Ten Numeration System, Eva P. Thanheiser (San Diego State University)

 

 

12:25 – 1:05 p.m.

Paper Discussion Session: Examining Innovations in Mathematics Teaching

·          Interpreting Unfamiliar Graphs: A Generative, Activity-theoretic Model, Wolff-Michael Roth (University Of Victoria)               

·          Mathematical Modeling and Metacognitive Instruction, Bracha Kramarski (Bar-Ilan University, School of Education)             

·          The effects of an Infusion Art-Based Curriculum on the Mathematics Proficiency of Economically and Academically At-Risk Elementary School Students, Richard Luftig (Miami University)          

·          Transformation Geometry from an Embodied Perspective, Laurie Edwards (Saint Mary’s College Of California)  

·          Teaching Arithmetic to Low-Performing, Low-SES First Graders, Constance Kamii (University Of Alabama)

·          Investigating Fairness in Ranking Commonwealth Games Performance: Collaborative Mathematical Modeling in a Grade 5/6 Classroom, Susan Jane McNab (University Of Toronto)

·          Standards Based Curriculum and Hispanic Middle School Students, James Telese (University Of Texas At Brownsville)

 

 

12:25 – 1:55 p.m

Paper Session:  Equity, Diversity, Self Concept and Mathematics Learning

Session Chair:  Carol Fry Bohlin (California State University at Fresno)

Session Discussant:  Lena L. Khisty (University of Illinois at Chicago)

·          Factors Influencing Mathematics Problem Solving Ability of Culturally and Linguistically Exceptional Students, Rene S. Parmar (St. Johns University)

·         Low-Income African-American Second Grade Students’ Engagement in Currency Exchange:  The Relationship to Mathematical Development, Edward V. Taylor (University of California at Berkeley)

·         Number Sense:  An Exploration of Urban Middle School Students’ Numerical Reasoning, Angela I. McIver (University of Pennsylvania)

·         The Relationship Between Bilingual Students’ Growth of Mathematical Understanding and Their Language Switching, Sitaniselao Stan Manu (University of British Columbia)

·         Framing Participation:  Meaningful Mathematical Activity in Reform-Based Classrooms with Diverse Populations of Students, Victoria M. Hand (Stanford University)

 

 

4:05 – 6:05 p.m.

Paper Session: Examining the Development of Mathematical Thinking

Session Chair:  Jeffrey C. Shih (University of Nevada-Las Vegas)

Session Discussant:  Patrick W. Thompson (Vanderbilt University)

·          An Interpretive Framework for Making Sense of Student Thinking within the Context of Classroom Interactions, Teruni de Silva Lamberg (Vanderbilt University)

·          Development of young children's mathematical abilities, Robert Reeve (University of Melbourne)                            

·          The Unfolding of a Path of Mathematical Understandings, Jennifer Thom (University of Victoria)               

·         Mechanisms of Transfer, Joseph Wagner (Xavier University)             

·         Conceptual Understanding and Computational Efficiency: Children’s Strategies for Multiplying Multidigit Numbers, Jae-meen Baek (Arizona State University)     

 

 

4:05 – 6:05 p.m.

Symposium:  The Use of Learning Trajectories in Research-Based Mathematics Curriculum Development, Assessment, and Professional Development

Chair:  Douglas H. Clements (University at Buffalo, SUNY)

Discussant:  Arthur J. Baroody (University of Illinois)

·          Local Instruction Theories as Means of Support for Teachers in Reform Matheamtics Education, Martin A. Simon (Pennsylvania State University)

·          Young Children’s Composition of Geometric Figures:  A Learning Trajectory, Julie Sarama (SUNY at Buffalo)

·          Terrains of Conceptual Development-Where Evolution Does Not Occur Along a Sinlge Path, Richard Lesh (Purdue University)

·          Learning Trajectories and Local Instruction Theories as Means of Support for Teachers in Reform Mathematics Education, Koeno PE Gravemeijer (Freudenthal Institute)

·          The Cognition-Based Assessment System (CBAS), Michael T. Battista (Michigan State University)

·          On the Construction of Learning Trajectories of Children:  The Case of Commensurate Fractions, Leslie Steffe (University of Georgia)

·          Doug Clarke (Australian Catholic University)

·          Barbara Clarke (Monash Unviersity)

 

 

 

Friday, April 16, 2004

 

8:05 – 10:15 a.m.

Paper Session:  Investigating the Professional Development of Mathematics and Science Teachers

Session Chair:  Victoria R. Jacobs (San Diego State University)

Session Discussant:  Llana S. Horn (University of Washington)

·          Confronting Teachers’ Beliefs About Algebra Development:  Investigating an Approach for Professional Development, Mitchell J. Nathan (University of Colorado)

·          Mathematics Teachers Learning to Notice in the Context of a Video Club, Elizabeth A. Van Es (Northwestern University)

·          Tensions and Challenges in Designing Videocase Based Professional Development Curriculum for Teachers of Mathematics, Deidre M. LeFevre (Washington State University)

·          Using Scientists and Real-World Scenarios in Professional Development for Middle School Science Teachers, Judith A. Morrison (Washington State University)

·          The Impact of Long-Term Professional Development on Teachers’ Beliefs and Practice, Theresa J. Grant (Western Michigan University)

 

 

8:05 – 10:15 a.m.

Symposium:  Rethinking Abstraction and Decontextualization in Relationship to the “Transfer Dilemma”

Chair:  Joanne Lobato (San Diego State University)

Discussants:  Anthony E. Kelly (George Mason University); Etienne Wenger (CPSquare)

·          Exploring the Construct of Collective Abstraction, Paul A. Cobb (Vanderbilt University)

·          Abstraction, Situativity, and the “Actor-Oriented Transfer” Perspective, Joanne Lobato (San Diego State University)

·          The Recontextualization of Inscriptions:  An Activity-Theoretical Approach to the Transferability of Abstractions, Bert Van Oers (Free University of Amsterdam)

·          “I Also Remember:”  The Re-Encounter of Past Experiences, Ricardo Nemirovsky (TERC)

·          The Emergence of Knowledge Structures in the Context of the Classroom, Baruch C. Schwarz (Tel Aviv University)

 

 

10:35 a.m. – 12:05 p.m.

Paper Session:  Assessing Learning in Mathematics Classrooms

Session Chair:  Beth Herbel-Eisenmann (Iowa State University)

Session Discussant:  Kenneth Ruthven (University of Cambridge)

·         How Will We Know What They Learned?: Designing a Longitudinal Study of Elementary Mathematics Curriculum,  Paul Kehle (Indiana University)        

·         Making Sense of Simple Equations: How Students Using IMP and CPM Curricula Understand Equivalence, Nancy O'Rode (UC Santa Barbara)    

·         Implementing an Experimental Rational Number Curriculum in 7th and 8th Grade Classrooms in an Urban School,  Joan Moss (University Of Toronto)               

·         A Portrait of a Feminist Mathematics Classroom: What Adolescent Girls Say about Mathematics, Themselves, and Their Experiences in a “Unique” Learning Environment,  Dawn Leigh Anderson (California State University- Fullerton)         

 

 

12:25 – 1:55 p.m

Paper Session:  Algebraic Reasoning

Session Chair:  Kevin A. Clark (George Mason University)

Session Discussant:  Jon R. Star (Michigan State University)

·          Deepening Our Understanding of Algebraic Generalization:  Examining Changes in Student Strategies, John Kirk Lanning (University of Missouri at Columbia)

·         How Students Learn to Reason Mathematically:  Insights from a Large-Scale Longitudinal Study, Celia M. Hoyles (Institute of Education, University of London)

·         Language and Mathematics:  Improving Algebra Instruction for English Language Learners, Carl A. Lager (Vermont Department of Education)