Tuesday, April 8, 2014
11:30 AM-12:00 PM
45
A Learning Trajectory for Children's Understanding of Variable
Room 205 ( Ernest N. Morial Convention Center)
Room 205 ( Ernest N. Morial Convention Center)
46
Disrupting Popular Conceptions of Young Mathematicians
Room 208/209/210 ( Ernest N. Morial Convention Center)
Room 208/209/210 ( Ernest N. Morial Convention Center)
47
Emphasizing Equality over Equity: District Decision-Making Regarding Algebra I
Room 206 ( Ernest N. Morial Convention Center)
Room 206 ( Ernest N. Morial Convention Center)
48
Examining the Influence of Tasks, Goals, and Anticipation on Instruction
Room 219 ( Ernest N. Morial Convention Center)
Room 219 ( Ernest N. Morial Convention Center)
49
Findings from Preservice Mathematics Teachers’ Thinking in Arguing and Proving
Room 216 ( Ernest N. Morial Convention Center)
Room 216 ( Ernest N. Morial Convention Center)
50
Students’ Instrumented Activity Using Etoys to Construct Trigonometric Functions
Room 211 ( Ernest N. Morial Convention Center)
Room 211 ( Ernest N. Morial Convention Center)
51
Students' Reasoning about Angle Measure in Dynamic Geometry Instructional Games
Room 220/221/222 ( Ernest N. Morial Convention Center)
Room 220/221/222 ( Ernest N. Morial Convention Center)
52
Students’ Reasoning about Invariance of Volume as a Quantity
Room 214 ( Ernest N. Morial Convention Center)
Room 214 ( Ernest N. Morial Convention Center)
53
The Impact of Early Colleges on Mathematics Teaching and Learning
Room 215 ( Ernest N. Morial Convention Center)
Room 215 ( Ernest N. Morial Convention Center)
54
Toward an Analytical Framework for Contextualized Mathematics Instruction
Room 212 ( Ernest N. Morial Convention Center)
Room 212 ( Ernest N. Morial Convention Center)
55
Using Situated-Mediated Identity Theory to Explore Black Students’ Experiences
Room 203/204 ( Ernest N. Morial Convention Center)
Room 203/204 ( Ernest N. Morial Convention Center)
56
Vacant Lots and Basketball Courts: Civic Engagement through Mathematics
Room 207 ( Ernest N. Morial Convention Center)
Room 207 ( Ernest N. Morial Convention Center)
2:45 PM-3:15 PM
68
A Transformational Approach to Similarity: Results from the LTG Study
Room 206 ( Ernest N. Morial Convention Center)
Room 206 ( Ernest N. Morial Convention Center)
69
Beginning Secondary Teachers’ Use of Tasks to Support Equitable Spaces
Room 207 ( Ernest N. Morial Convention Center)
Room 207 ( Ernest N. Morial Convention Center)
70
71
Gender Differences in Self-Efficacy and Mathematical Modeling Tasks
Room 208/209/210 ( Ernest N. Morial Convention Center)
Room 208/209/210 ( Ernest N. Morial Convention Center)
72
Male Domination to Masculinization: Chronicling Gender Equity in Mathematics Education
Room 203/204 ( Ernest N. Morial Convention Center)
Room 203/204 ( Ernest N. Morial Convention Center)
73
Mathematics Teacher Educators Supporting Prospective Teachers in Learning about CCSSM
Room 205 ( Ernest N. Morial Convention Center)
Room 205 ( Ernest N. Morial Convention Center)
74
Productive Struggle in Teaching and Learning Middle School Mathematics
Room 216 ( Ernest N. Morial Convention Center)
Room 216 ( Ernest N. Morial Convention Center)
75
“Purely Ideological” Mathematics: A Case Study of Mathematics and Politics
Room 220/221/222 ( Ernest N. Morial Convention Center)
Room 220/221/222 ( Ernest N. Morial Convention Center)
76
Reasoning-and-Proving Opportunities for Teachers in Secondary Geometry Textbooks
Room 212 ( Ernest N. Morial Convention Center)
Room 212 ( Ernest N. Morial Convention Center)
77
Relational Understanding: Equivalent Fractions in Two Latino Classrooms
Room 211 ( Ernest N. Morial Convention Center)
Room 211 ( Ernest N. Morial Convention Center)
78
Unpacking the CCSS-M Time and Money with Learning Trajectory
Room 214 ( Ernest N. Morial Convention Center)
Room 214 ( Ernest N. Morial Convention Center)
Wednesday, April 9, 2014
12:30 PM-1:00 PM
125
Are Missing Value Proportional Problems Becoming Out of Touch?
Room 211 ( Ernest N. Morial Convention Center)
Room 211 ( Ernest N. Morial Convention Center)
126
Beyond Rise-over-Run: A Design Experiment and Learning Trajectory for Slope
Room 215 ( Ernest N. Morial Convention Center)
Room 215 ( Ernest N. Morial Convention Center)
127
Examining Problem-Based Learning in Graduate Statistics for the Social Sciences
Room 219 ( Ernest N. Morial Convention Center)
Room 219 ( Ernest N. Morial Convention Center)
128
129
Initiating Students into Mathematical Discourse Internationally
Room 216 ( Ernest N. Morial Convention Center)
Room 216 ( Ernest N. Morial Convention Center)
130
Interactions among Learning Trajectories for Length, Area, and Volume Measurement
Room 203/204 ( Ernest N. Morial Convention Center)
Room 203/204 ( Ernest N. Morial Convention Center)
131
Leveraging Simultaneous Renewal in an Era of Mathematics Education Reform
Room 208/209/210 ( Ernest N. Morial Convention Center)
Room 208/209/210 ( Ernest N. Morial Convention Center)
132
Middle School and Secondary Teachers’ Transformative Learning of Center
Room 212 ( Ernest N. Morial Convention Center)
Room 212 ( Ernest N. Morial Convention Center)
133
Professional Development Integrating Math and Language Supports for English Learners
Room 220/221/222 ( Ernest N. Morial Convention Center)
Room 220/221/222 ( Ernest N. Morial Convention Center)
134
Teacher Practices for Orchestrating Discussions about Mathematical Definitions
Room 205 ( Ernest N. Morial Convention Center)
Room 205 ( Ernest N. Morial Convention Center)
135
Understanding Specialized Content Knowledge at the Middle School Level
Room 207 ( Ernest N. Morial Convention Center)
Room 207 ( Ernest N. Morial Convention Center)
136
Ways to Elicit Reasoning: Hunt-then-Fish vs. Anticipatory Tasks
Room 214 ( Ernest N. Morial Convention Center)
Room 214 ( Ernest N. Morial Convention Center)
2:45 PM-3:15 PM
149
Characterizing Contexts That Support Understanding of Integer Subtraction
Room 211 ( Ernest N. Morial Convention Center)
Room 211 ( Ernest N. Morial Convention Center)
150
Improving Equation Solving and Equal-Sign Understanding with Nonstandard Equations
Room 205 ( Ernest N. Morial Convention Center)
Room 205 ( Ernest N. Morial Convention Center)
151
Learning Integers through Argumentation: Mapping a Learning Trajectory
Room 203/204 ( Ernest N. Morial Convention Center)
Room 203/204 ( Ernest N. Morial Convention Center)
152
Meaningful Discourse in Linguistically Diverse Mathematics Classes
Room 214 ( Ernest N. Morial Convention Center)
Room 214 ( Ernest N. Morial Convention Center)
153
Opportunities for Algebraic Reasoning in the Context of Integers
Room 220/221/222 ( Ernest N. Morial Convention Center)
Room 220/221/222 ( Ernest N. Morial Convention Center)
154
Preservice Secondary Teachers’ Algebraic Reasoning about Equation Solving
Room 212 ( Ernest N. Morial Convention Center)
Room 212 ( Ernest N. Morial Convention Center)
155
Preservice Teachers' Use of Fraction Models: Shifts in Thinking
Room 208/209/210 ( Ernest N. Morial Convention Center)
Room 208/209/210 ( Ernest N. Morial Convention Center)
156
Secondary Mathematical Knowledge for Teaching: Challenges in Measurement
Room 216 ( Ernest N. Morial Convention Center)
Room 216 ( Ernest N. Morial Convention Center)
157
Supporting Middle School Learners' Understanding of Rate and Proportionality
Room 206 ( Ernest N. Morial Convention Center)
Room 206 ( Ernest N. Morial Convention Center)
158
Supporting Prospective Elementary Mathematics Teachers’ Learning through Book Study
Room 215 ( Ernest N. Morial Convention Center)
Room 215 ( Ernest N. Morial Convention Center)
159
The Impact of a Dynamic Geomerty-Centered Teacher Professional Department Program
Room 207 ( Ernest N. Morial Convention Center)
Room 207 ( Ernest N. Morial Convention Center)
3:30 PM-4:00 PM
160
Adoption+Adaptation: Compatibility of different Lesson Studies for U.S. Contexts
Room 215 ( Ernest N. Morial Convention Center)
Room 215 ( Ernest N. Morial Convention Center)
162
Identifying Primary Students in Need of Intervention: Primary Mathematics Assessment
Room 212 ( Ernest N. Morial Convention Center)
Room 212 ( Ernest N. Morial Convention Center)
163
Mathematics Teacher Educators’ Classroom Practices from K-8 Mathematics Content Courses
Room 205 ( Ernest N. Morial Convention Center)
Room 205 ( Ernest N. Morial Convention Center)
164
Measuring Instruction in Elementary Mathematics Classrooms
Room 203/204 ( Ernest N. Morial Convention Center)
Room 203/204 ( Ernest N. Morial Convention Center)
165
Preservice Elementary Teachers’ Visions and Enactment of Mathematical Discussions
Room 214 ( Ernest N. Morial Convention Center)
Room 214 ( Ernest N. Morial Convention Center)
166
Proof and Reasoning in Secondary School Algebra Textbooks
Room 208/209/210 ( Ernest N. Morial Convention Center)
Room 208/209/210 ( Ernest N. Morial Convention Center)
167
Teacher Fidelity Decisions and Their Impact on Lesson Enactment
Room 207 ( Ernest N. Morial Convention Center)
Room 207 ( Ernest N. Morial Convention Center)
168
Teacher Time-Out: Supporting the Collective Learning of Educators
Room 206 ( Ernest N. Morial Convention Center)
Room 206 ( Ernest N. Morial Convention Center)
169
Teachers’ Problem-Posing Responses to Children’s Mathematical Thinking
Room 216 ( Ernest N. Morial Convention Center)
Room 216 ( Ernest N. Morial Convention Center)
170
Teachers’ Reasoning about Proportional Relationships as “Variable Parts”
Room 220/221/222 ( Ernest N. Morial Convention Center)
Room 220/221/222 ( Ernest N. Morial Convention Center)
171
Three Levels of Units: Necessary for Intensive Quantity, but Insufficient
Room 219 ( Ernest N. Morial Convention Center)
Room 219 ( Ernest N. Morial Convention Center)