Monday, April 13, 2015
5:00 PM-5:30 PM
1
Critical Mathematics Education through Robotics for Children with Chronic Illnesses
Commonwealth Ballroom B (Westin - Boston Waterfront)
Commonwealth Ballroom B (Westin - Boston Waterfront)
2
Development of Preservice Teacher Noticing Through Analysis of Student Work
Grand Ballroom E (Westin - Boston Waterfront)
Grand Ballroom E (Westin - Boston Waterfront)
4
Mixed-race Learners and the Reification of Mathematical Ability as Genetic
Grand Ballrooms A&B (Combined) (Westin - Boston Waterfront)
Grand Ballrooms A&B (Combined) (Westin - Boston Waterfront)
5
Preservice Teachers’ Understanding of Directly and Inversely Proportional Relationships
Commonwealth Ballroom C (Westin - Boston Waterfront)
Commonwealth Ballroom C (Westin - Boston Waterfront)
7
Student-Generated Processes for Developing Mathematical Understanding
Otis (Westin - Boston Waterfront)
Otis (Westin - Boston Waterfront)
8
Student Perceptions of Proof as Communication in an Inquiry-Based Course
Stone (Westin - Boston Waterfront)
Stone (Westin - Boston Waterfront)
Tuesday, April 14, 2015
11:30 AM-12:00 PM
49
A Learning Trajectory for Children’s Understanding of Variable
Grand Ballroom E (Westin - Boston Waterfront)
Grand Ballroom E (Westin - Boston Waterfront)
50
Comparison of Student and Teacher Perceptions of Mathematics Teaching Practices
Faneuil (Westin - Boston Waterfront)
Faneuil (Westin - Boston Waterfront)
51
Convincing Arguments? Preservice Teachers’ Initial and Post-course Views
Grand Ballroom A (Westin - Boston Waterfront)
Grand Ballroom A (Westin - Boston Waterfront)
52
Exploring Equitable Practices: Noticing the Student in the Mathematics
Otis (Westin - Boston Waterfront)
Otis (Westin - Boston Waterfront)
53
Productive Disciplinary Engagement: Framework for Design
Commonwealth Ballroom A (Westin - Boston Waterfront)
Commonwealth Ballroom A (Westin - Boston Waterfront)
54
Putting understanding into practice: Learning to implement formative assessment
Commonwealth Ballroom C (Westin - Boston Waterfront)
Commonwealth Ballroom C (Westin - Boston Waterfront)
55
Teachers’ Development of Learning Trajectories: Engaging in Mathematical Practices
Stone (Westin - Boston Waterfront)
Stone (Westin - Boston Waterfront)
56
Teachers’ Perspectives on Teaching Mathematics for Social Justice
Webster (Westin - Boston Waterfront)
Webster (Westin - Boston Waterfront)
57
The development of children concept images and understandings of fractions
Grand Ballroom B (Westin - Boston Waterfront)
Grand Ballroom B (Westin - Boston Waterfront)
58
UNVEILING PRESERVICE TEACHERS’ MULTICULTURAL MATHEMATICS DISPOSITIONS
Commonwealth Ballroom B (Westin - Boston Waterfront)
Commonwealth Ballroom B (Westin - Boston Waterfront)
2:45 PM-3:15 PM
69
Examining Student-Centered Instruction in High School Mathematics
Commonwealth Ballroom C (Westin - Boston Waterfront)
Commonwealth Ballroom C (Westin - Boston Waterfront)
70
Extending the Empirical Basis of a Length Measurement Learning Trajectory
Grand Ballroom A (Westin - Boston Waterfront)
Grand Ballroom A (Westin - Boston Waterfront)
71
Flowcharts to Assess Professional Noticing: Methods for Coding Open-ended Responses
Grand Ballroom E (Westin - Boston Waterfront)
Grand Ballroom E (Westin - Boston Waterfront)
72
Focusing on individuals: an investigation of student engagement
Webster (Westin - Boston Waterfront)
Webster (Westin - Boston Waterfront)
73
High School Students’ Academic Language Skills in Narrative Solutions
Commonwealth Ballroom B (Westin - Boston Waterfront)
Commonwealth Ballroom B (Westin - Boston Waterfront)
75
Multiple Representations or Algorithms First? The Impact On Student Abilities
Faneuil (Westin - Boston Waterfront)
Faneuil (Westin - Boston Waterfront)
78
Why Can You Switch the Order When You Multiply?
Commonwealth Ballroom A (Westin - Boston Waterfront)
Commonwealth Ballroom A (Westin - Boston Waterfront)
Wednesday, April 15, 2015
12:30 PM-1:00 PM
114
An Alternative Mathematics Assessment Mode: Mathematical Modeling
Stone (Westin - Boston Waterfront)
Stone (Westin - Boston Waterfront)
115
Context Matters More for Some Elementary Math Curricula than Others
Grand Ballroom D (Westin - Boston Waterfront)
Grand Ballroom D (Westin - Boston Waterfront)
116
Designing Data Visualizations to Promote Math Learning and Identity Development
Commonwealth Ballroom A (Westin - Boston Waterfront)
Commonwealth Ballroom A (Westin - Boston Waterfront)
117
Development of Integer Addition and Subtraction: The Case of Jace
Commonwealth Ballroom C (Westin - Boston Waterfront)
Commonwealth Ballroom C (Westin - Boston Waterfront)
119
Examining Students’ Algebraic Thinking Through Interview Assessments
Grand Ballroom E (Westin - Boston Waterfront)
Grand Ballroom E (Westin - Boston Waterfront)
120
Exploring High and Low Instruction Classrooms with High Student Achievement
Grand Ballroom C (Westin - Boston Waterfront)
Grand Ballroom C (Westin - Boston Waterfront)
121
Life of a MET Grant: Space for Progressive Math Pedagogy
Commonwealth Ballroom B (Westin - Boston Waterfront)
Commonwealth Ballroom B (Westin - Boston Waterfront)
123
Practice-based Perspectives of Inquiry Teaching of High School Algebra
Otis (Westin - Boston Waterfront)
Otis (Westin - Boston Waterfront)
2:45 PM-3:15 PM
134
Contrasting Foci and Methods of K-12 Mathematics Curriculum Evaluation
Grand Ballroom D (Westin - Boston Waterfront)
Grand Ballroom D (Westin - Boston Waterfront)
135
Examining Coaches’ Role in School-Wide Instructional Improvement
Grand Ballroom C (Westin - Boston Waterfront)
Grand Ballroom C (Westin - Boston Waterfront)
136
Examining High-Impact Practices in Graduate Statistics for the Social Sciences
Commonwealth Ballroom C (Westin - Boston Waterfront)
Commonwealth Ballroom C (Westin - Boston Waterfront)
137
138
Making Mathematical Practices Explicit in Discourse: Experienced and Beginning Instruction
Otis (Westin - Boston Waterfront)
Otis (Westin - Boston Waterfront)
139
Prospective Teachers’ Noticings in Videos of Their Own Mathematics Teaching
Commonwealth Ballroom A (Westin - Boston Waterfront)
Commonwealth Ballroom A (Westin - Boston Waterfront)
140
Teacher Noticing of Relationships Between Earlier and Later Learning
Stone (Westin - Boston Waterfront)
Stone (Westin - Boston Waterfront)
141
142
The Development of Preservice Teachers’ Visions of Mathematics Instruction
Grand Ballroom E (Westin - Boston Waterfront)
Grand Ballroom E (Westin - Boston Waterfront)
143
Variation in Children’s Understandings of Fractions: Preliminary Findings
Grand Ballrooms A&B (Combined) (Westin - Boston Waterfront)
Grand Ballrooms A&B (Combined) (Westin - Boston Waterfront)
3:30 PM-4:00 PM
144
Beyond Numbers: Evaluating Novices' Orientations to Teaching Mathematics
Grand Ballrooms A&B (Combined) (Westin - Boston Waterfront)
Grand Ballrooms A&B (Combined) (Westin - Boston Waterfront)
145
Case Studies of Computation and Algebraic Reasoning in K-2 Students
Grand Ballroom C (Westin - Boston Waterfront)
Grand Ballroom C (Westin - Boston Waterfront)
146
Culture as mediator of mathematics achievement for African American Students
Grand Ballroom D (Westin - Boston Waterfront)
Grand Ballroom D (Westin - Boston Waterfront)
147
Interpreting Student Work: What Secondary Teacher Candidates Bring to Preparation
Otis (Westin - Boston Waterfront)
Otis (Westin - Boston Waterfront)
148
Investigating Changes in Middle School Students’ Motivation Levels in Mathematics
Commonwealth Ballroom A (Westin - Boston Waterfront)
Commonwealth Ballroom A (Westin - Boston Waterfront)
150
Scholarly Practice in Methods: Examining Revisions of a Task
Commonwealth Ballroom B (Westin - Boston Waterfront)
Commonwealth Ballroom B (Westin - Boston Waterfront)
151
Towards inclusive mathematics education: A case study of professional learning
Webster (Westin - Boston Waterfront)
Webster (Westin - Boston Waterfront)