FRIDAY APRIL 7
Understanding
Classroom
Practice: Links Among Student Outcomes,
Mathematical
Tasks, Teacher Practice, and Student Participation-Symposium
Time: Fri, Apr 7 -
12:00pm - 2:00pm
Place:
Using Student Outcome
Data to Describe Student Understanding and
Make Inferences About Classroom Practice, Marsha M. Ing (
Using Planned and
Emergent Mathematical Tasks to Describe Opportunities
for Classroom Practice and Student Learning, Daniel S. Battey (
Using Teacher
Participation Data to Describe Opportunities for
Classroom Practice and Student Learning, Megan L. Franke (
Student Discourse,
Teacher Practices, and Student Learning in
Mathematics Classrooms, Noreen M. Webb (
Discussant:
Frederick D. Erickson (
Chair:
Megan L. Franke (
Research in
Mathematics
Education Paper Discussion (Roundtables) #4-Paper Discussion
(formerly known as Roundtables)
Time: Fri, Apr 7 - 12:00pm
- 12:40pm
Place:
English Proficiency,
Institutional Structures, and the Mathematics
Achievement of Mexican-Origin and Other Latino Immigrant and
Nonimmigrant
High-School Students, Eduardo Mosqueda
(Harvard Graduate School of Education), Pedro E
Nava (University of California-Los Angeles)
Examining Children's
Mathematical Thinking in Multiple Contexts:
Professional Development Linking Issues of Culture and Mathematics, Mary Q. Foote (
Gender and Math at
Play: Parents’ Constructions of Their Daughters
and Sons as Capable, Potentially Capable, and Not Capable of
Mathematics While
Playing a Board Game, Lyndsay Moffatt (The
University of British Columbia), Ann Anderson
(The University of British Columbia), Jim Anderson (The University of
British
Columbia), Jon Shapiro (The University of British Columbia)
Native Ways of
Knowing Mathematics, E. Nola Aitken (
School Mathematics
and Social Justice: Teacher Stories About Power
and Difference, Elizabeth
de Freitas (
Research in
Mathematics
Education Paper Discussion (Roundtables) #1-Paper Discussion
(formerly known as Roundtables)
Time: Fri, Apr 7 - 3:05pm -
3:45pm
Place:
Crazy Data: The
Analysis of Justification, Flow, and Explanation in the Problem-Solving
Process, Laurel
A Bleich (The
“Let Me Draw You a
Picture”: Drawing Tasks for Math, Kellah M. Edens (
Teachers'
Dispositions When Engaging Students in Proving, Talli Nachlieli (
Cultivating
"Interpretive Power": Teachers' Developing Interpretations of
Students' Mathematics Work, Susan D. Nickerson (
Using Public
Discussion Forums in Mathematics Construction of Knowledge, Madeline
Ortiz-Rodriguez (
Comprehension of
the Relationship Between Working Memory
Components and
Word-Problem-Solving Components, Xinhua Zheng
(University of California-Riverside)
An Inquiry-Oriented
Approach to
Undergraduate Mathematics: Instructional Design, Argumentation, the
Production
of Meaning, and Teaching-Symposium
Time: Fri, Apr 7 -
4:05pm - 6:05pm
Place:
Session
participants:
Chris L. Rasmussen (
Discussant: Alan H. Schoenfeld (
Chair: Chris L. Rasmussen (
SATURDAY APRIL 8
Research in
Mathematics
Education Paper Discussion (Roundtables) #2-Paper Discussion
(formerly known as Roundtables)
Time: Sat, Apr 8 - 8:15am -
8:55am
Place:
Do the Numbers
Make Sense? An Analysis of the Multilevel Effects on Eighth-Grade
Mathematical
Competencies in Six TIMSS 2003 Countries, Caterina L.
Almendral (The City University of New York
Graduate Center), Carol Ann M. Smyth (The City University of New York
Graduate
Center)
Middle-School
Children’s Understanding of Variable When Constructing Algebraic
Fractions, Cumali Oksuz (
Precursors to
Proportional Reasoning: The Acquisition of Relational Thinking, Fiona Janet Reynolds
(The
Rich Mathematics
Classroom Conversations: What Are Middle-School Teachers and Students
Actually
Saying?, Robert
M. Capraro (Texas A & M University), Adam P. Harbaugh (The
University of
North Carolina-Charlotte), Mary Margaret Capraro (Texas A & M
University),
Tamara Carter (Oklahoma City Community College), Diana Piccolo (Texas A
& M
University)
Tracing Pivotal
Concepts of Rational Number Through the Middle Grades, Everett Louis
(Arizona State
University), James A. Middleton (Arizona State University), Huseyin B.
Yanik
(Arizona State University), Alfinio Flores (Arizona State University),
Jae Meen
Baek (Arizona State University), Robert K. Atkinson (Arizona State
University),
Linda Hernandez (Arizona State University)
Using
Manipulatives to Improve Student Understanding and Engagement: A Case
Study of
Seven Mathematics Teachers, Xiaobao Li (
The Mathematical
Adequacy of Students' Diagrammatic Representations of Fraction
Addition, Robert Anthony Reeve (
Jim Kaput's Legacy
and Impact on Mathematics Education,
Learning Technology and Educational Reform-Symposium
Co-Sponsors: Division
C-Learning and Instruction, SIG RME
Time: Sat, Apr 8 -
10:35am - 12:05pm
Place:
A Tribute to Jim
Kaput: On Growing Research Communities That Are
More Than Communities of Isolated
Researchers, Richard Lesh
(Indiana
University-Bloomington)
Representational and
Connectivity Infrastructure, Jeremy Roschelle
(SRI
International)
Students' Engagement
with Mathematics of Change: Kaput's
Contribution,
Guershon Harel (
Jim Kaput and the
Algebrafication of Arithmetic, David W. Carraher
(TERC)
In Search of
Mathematical Meanings, Ricardo Nemirovsky (
The Historical Voice
and Aesthetic of Jim Kaput's Vision for
Mathematics Learning,
Roy D. Pea (
Chair:
Mitchell J. Nathan (University of Wisconsin-Madison)
Chair:
Eric J. Knuth (
Research in
Mathematics
Education Paper Discussion (Roundtables) #3-Paper Discussion
(formerly known as Roundtables)
Time: Sat, Apr 8 -
1:15pm -
1:55pm
Place:
Disrupting
Mathematics Instruction: A Poststructuralist Analysis of Teaching
Practices, Mark W Ellis
(California State
University-Fullerton)
Getting to Scale
With Innovations That Deeply Restructure How Students Come to Know
Mathematics, Jeremy Roschelle
(SRI
International), Deborah G. Tatar (Virginia Tech University), James J.
Kaput
(University of Massachusetts-Dartmouth)
Standards-Based
Mathematics Tests: To What Extent Do They Measure Students’ Conceptual
Understanding?, Jo Olson (
Teacher Learning
and Participating With Curriculum Materials, Gina Post (The
Mathematics
Teaching Efficacy Beliefs and Academic Performance of Preservice
Teachers: The
Role of Gender and Years in Program, Mine Isiksal (
Teachers’
Pedagogies and Mathematical Problem Solving in Classrooms, Kai Fai Ho (Nanyang
Technological University)
Leading
Standards-Based Mathematics Reform in Rural High Schools, Aimee A. Howley (
Research in
Mathematics
Education Poster Session
Time: Sat, Apr 8 - 2:15pm -
3:45pm
Place:
A Mathematics
Improvement Framework for Elementary Schools, Douglas E. McDougall (
Dissemination of
Research-Generated Knowledge in Mathematics Teacher Education: The Case
of
Standards-Based Curricula, Andrea M. Lachance
(The State University of New York-Cortland)
Effects of
Language Symmetry, Mathematical Operation, and Language Consistency on
Compare
Word Problem Solving, John Invy Jean (
How Teachers'
Practices Mediate Task Characteristics in Relation to Student
Participation in
the Classroom Discourse
*Jeffrey M. Choppin (
Learning Theory
and Linear Algebra, William
O. Martin (North Dakota State University), Laurel Cooley (Brooklyn
College-The
City University of New York), Draga Vidakovic (Georgia State
University),
Sergio Loch (Grand View College)
Levels of
Sophistication in Elementary Students' Reasoning About
Length
*Michael T. Battista (
Measuring Change:
Experienced Teachers Develop Pedagogical Content Knowledge by Linking
Content
and Pedagogy, Sarah
Hough (
Reciprocal Effects
Between the Amount of Hours in Math and Math Achievement During
Secondary
Education for Boys and Girls, Eva Van de gaer
(University of Leuven), Jan A. van Damme
(Katholieke Universiteit Leuven), De Munter J.A.B. Agnes (Catholic
University
of Leuven)
Strange Attractors
and Bifurcations in the Dynamics of Student Attitudes Toward
Mathematics, Zaur
B. Berkaliev (Illinois Institute of Technology)
Teaching
Mathematics for Social Justice: Achieving a Balance
*Tonya Bartell
(University of Delaware)
The Acquisition of
Algebraic Competence, Judi Humberstone
(University of Melbourne), Robert Anthony Reeve
(University of Melbourne)
To Use or Not to
Use an Inferential Calculator in Introductory Statistics Courses: An
Investigation,
Kathleen
C.
Mittag (The University of Texas-San Antonio)
Undergraduate
Students’ Proof Conceptions, Despina A. Stylianou
(The City College of New York of
the City University of New York), Maria L. Blanton (University of
Massachusetts-Dartmouth)
Studying the Scale Up
of
Elementary Mathematics Curricula-Symposium
Time: Sun, Apr 9 - 8:15am -
10:15am
Place:
Moscone
Center West ,3rd Floor, Rm 3004
Conceptual
Framework, Mary
Kay Stein (University of Pittsburgh)
Analysis of the
Teacher Learning Demands of Everyday Mathematics and Investigations, Gooyeon Kim
(University of
Pittsburgh), Mary Kay Stein (University of Pittsburgh)
The Role of
Districts in Going to Scale, Christopher D. Nelson
(RAND), Marc Chun (Council for Aid
to Education), Keisha M. Ferguson (University of Michigan)
Relating Classroom
Implementation to Human and Social Capital, Stephanie D.
Sutherland (University of
Pittsburgh), Kelly Glanz (University of Pittsburgh), Megan Denison
(University
of Pittsburgh), Gabriela Judith Silvestre (University of Pittsburgh),
Jaime L.
Smith (University of Pittsburgh)
Impact on Student
Achievement, Brian
Gill (RAND), J Lockwood
Chair: Mary Kay Stein
(University of
Pittsburgh) mkstein@pitt.edu
Discussant: Edward A. Silver
(University
of Michigan) easilver@umich.edu
Early Algebra,
Learning, and
Cognitive Development-Interactive Symposium
Time: Sun, Apr 9 - 12:25pm
- 1:55pm
Place: Moscone Center North,
Exhibit
Level, Rm 114
Session
Participants:
Analucia D Schliemann (Tufts University),
David W.
Carraher (TERC), Barbara M. Brizuela (Tufts University), Mara Martinez
(Tufts
University), Darrell Earnest (University of California-Berkeley), Anne
M.
Goodrow (Rhode Island College), Gabrielle Alexis Cayton (Tufts
University),
Camille Burnett (Tufts University)
Chair: David W. Carraher
(TERC) david_carraher@terc.edu
Issues in Mathematics
Education
and Technology-Paper
Session
Time: Sun, Apr 9 - 2:15pm -
3:45pm
Place: Moscone Center North,
Exhibit
Level, Rm 114
A Sociocultural
Perspective on Children’s Mathematical Reasoning With Programmable
Media, Paula K. Hooper (TERC)
Mathematics,
Technology, and Gender: Transcending Disciplinary Boundaries, Suzanne K. Damarin
(The Ohio
State University)
The Use of
Computers in Mathematics: Findings From the Third International
Mathematics and
Science Study (TIMSS), Shu-Ling Lai (Ling
Tung University), Renmin Ye (Houston Independent
School District), Tai-Shent Chang (Ling Tung University), Chien-Fu
Huang
(Southwest Financial Economic University)
Chair: Lillie R. Albert
(Boston
College) albertli@bc.edu
Discussant: Andrea M. Lachance
(The State University of New York-Cortland), lachance@cortland.edu
Teacher Cognition and
Learning
in Mathematics-Paper
Session
Time: Mon, Apr 10 - 8:15am
- 9:35am
Place: Moscone Center North,
Exhibit
Level, Rm 114
A Schema for
Approaches to Using Distributional Data to Compare Groups, Andee Rubin (TERC),
James K.
Hammerman (TERC)
The Evolution of
Mathematical Explorations in Open-Ended Problem-Solving Situations, Victor V. Cifarelli
(The
University of North Carolina), Jinfa Cai (University of Delaware)
Relationships That
Foster Learning Within a Student-Teaching Experience, Patricia S. Wilson
(The
University of Georgia), Kanita DuCloux (The University of Georgia),
Stephen
Bismarck (The University of Georgia)
Chair: Janine Remillard
(University
of Pennsylvania) janiner@gse.upenn.edu
Discussant: David Kirshner
(Louisiana
State University) dkirsh@lsu.edu
Bridging Community,
Critical, and Classical Knowledge in Mathematics Education-Symposium
Time: Mon, Apr 10 -
10:35am - 12:05pm
Place: Moscone Center
North ,Exhibit Level, Rm 113
Bridging Traditional
Knowledge and Community Knowledge in
Mathematics Education: A Critical Reflection, Marta Civil (The
University of
Arizona)
Mathematics Literacy
and Liberation: Knowledge Construction in
African-American Contexts, Danny B. Martin
(University of Illinois-Chicago)
The Challenges of
Building on Community Knowledge When Teaching
Mathematics for Social Justice, Eric H. Gutstein
(University of Illinois-Chicago)
SIG Research in
Mathematics
Education Invited Presentation- Invited Session
Education and the
Brain:
Spanning Disciplines
Dr.
John Bruer, McDonnell
Foundation
Time: Mon, Apr 10 - 4:05pm
- 6:05pm
Place: Moscone Center North,
Exhibit
Level, Rm 114
Chair: Judit N.
Moschkovich
(University of California-Santa Cruz) jmoschko@ucsc.edu
Research in
Mathematics
Education SIG Business Meeting
Time: Mon, Apr 10 - 6:15pm
- 8:15pm
Place: Moscone Center North,
Exhibit
Level, Rm 114
Chairs: Judit N.
Moschkovich
(University of California-Santa Cruz) jmoschko@ucsc.edu, Michael
Shaughnessy (Portland State
University) mike@mth.pdx.edu
TUESDAY APRIL 11
Integrating Case
Analysis and
Lesson Study in Mathematics Teacher Professional Development: A
Conceptual and
Empirical Analysis of Design and Efficacy
Session type: Symposium
Time: Tue, Apr 11 - 8:15am
- 9:45am
Place: Moscone Center North,
Exhibit
Level, Rm 112
Conceptualizing
the Integration of Two Practice-Based Approaches to Teacher
Professional
Development, Edward
A. Silver (University of Michigan), Valerie Mills (Oakland (MI) School
District), Alison M. Castro (University of Michigan), Hala N.
Ghousseini
(University of Michigan-Ann Arbor)
Integrating Case
Analysis and Lesson Study in Mathematics' Teacher Professional
Development:
Design Principles and Implementation Features, Valerie Mills
(Oakland, MI,
School District), Edward A. Silver (University of Michigan), Dana L.
Gosen
(University of Michigan), Beatriz Strawhun (University of Michigan-Ann
Arbor)
Examining the
Efficacy of Using Case Analysis and Lesson Study in Synchrony, Edward A. Silver
(University of
Michigan), Hala N. Ghousseini (University of Michigan-Ann Arbor),
Gabriel J.
Stylianides (University of Pittsburgh), Charalambos Y. Charalambous
(University
of Michigan)
Discussant: Margaret S. Smith
(University
of Pittsburgh) pegs@pitt.edu
Chair: Hala N. Ghousseini
(University
of Michigan-Ann Arbor) hghousse@umich.edu
Mathematical
Communication and
Discourse-Paper Session
Time: Tue, Apr 11 -
10:35am - 12:05pm
Place:
Moscone
Center West ,2nd Floor, Rm 2020
Using Gesture and
Conceptual Mappings to Understand Mathematical Ideas, Laurie D. Edwards
(Saint
Mary's College of California)
Teacher’s Speech
and Gesture as a Communicative and Strategic Tool to Convey and Discuss
Mathematical Concepts in a Bilingual Algebra Classroom, Viviana Carmen
Castellon
(University of California-Los Angeles), Noel D. Enyedy (University of
California-Los Angeles)
The Mediating Role
of Reading in Mathematical Problem Solving, Patricia D. Hunsader
(University of South Florida)
Chair: Richard Kitchen
(The
University of New Mexico) kitchen@unm.edu
Discussant: Lena Licon Khisty
(University
of Illinois-Chicago) llkhisty@uic.edu
Teaching, Talking,
and Telling
Mathematics-Paper Session
Time: Tue, Apr 11 -
2:15pm - 3:45pm
Place:
Moscone
Center North ,Exhibit Level, Rm 111
Sustaining
Mathematical Discussions: A Comparative Analysis of Two Secondary
Mathematics
Teachers, Megan
E. Staples (Purdue University), Melissa Colonis (Purdue University)
Two Portraits of
Teaching Practice: Connecting Univocal and Dialogic Discourse,
Middle-School
Teachers’ Interventions, and Students’ Understanding of Mathematics, Mary Patricia Truxaw
(University
of Connecticut), Thomas C. DeFranco (University of Connecticut)
Assessing
Teachers' Activities: How Do Teachers Support and Extend Students'
Thinking in
Interviews?, Rebecca
C. Ambrose (University of California-Davis), Victoria R. Jacobs (San
Diego
State University)
Chair: Karen D. King (New
York
University) karen.d.king@nyu.edu
Discussant: Dorothy Y. White
(The
University of Georgia) dywhite@uga.edu