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National Council of Teachers of Mathematics 2014 Research Conference

Please note: The NCTM conference program is subject to change.

Three Levels of Units: Necessary for Intensive Quantity, but Insufficient

Tuesday, April 8, 2014

11:30 AM-12:00 PM


45
A Learning Trajectory for Children's Understanding of Variable
Maria Blanton and Barbara M Brizuela
Brief Research Report

Room 205 ( Ernest N. Morial Convention Center)

46
Disrupting Popular Conceptions of Young Mathematicians
George Gadanidis
Brief Research Report

Room 208/209/210 ( Ernest N. Morial Convention Center)

47
Emphasizing Equality over Equity: District Decision-Making Regarding Algebra I
Lindsay M Keazer, Beth Herbel-Eisenmann and Anne Traynor
Brief Research Report

Room 206 ( Ernest N. Morial Convention Center)

48
Examining the Influence of Tasks, Goals, and Anticipation on Instruction
Samuel L. Eskelson and Margaret Smith
Brief Research Report

Room 219 ( Ernest N. Morial Convention Center)

49
Findings from Preservice Mathematics Teachers’ Thinking in Arguing and Proving
Lisa Rice
Brief Research Report

Room 216 ( Ernest N. Morial Convention Center)

50
Students’ Instrumented Activity Using Etoys to Construct Trigonometric Functions
Anna F DeJarnette
Brief Research Report

Room 211 ( Ernest N. Morial Convention Center)

51
Students' Reasoning about Angle Measure in Dynamic Geometry Instructional Games
Michael T. Battista, Candace Joswick and Kathryn Battista
Brief Research Report

Room 220/221/222 ( Ernest N. Morial Convention Center)

52
Students’ Reasoning about Invariance of Volume as a Quantity
Melike Kara and Craig J. Cullen
Brief Research Report

Room 214 ( Ernest N. Morial Convention Center)

53
The Impact of Early Colleges on Mathematics Teaching and Learning
Nina P Arshavsky and Julie Edmunds
Brief Research Report

Room 215 ( Ernest N. Morial Convention Center)

54
Toward an Analytical Framework for Contextualized Mathematics Instruction
Luke T Reinke
Brief Research Report

Room 212 ( Ernest N. Morial Convention Center)

55
Using Situated-Mediated Identity Theory to Explore Black Students’ Experiences
Oren L. McClain
Brief Research Report

Room 203/204 ( Ernest N. Morial Convention Center)

56
Vacant Lots and Basketball Courts: Civic Engagement through Mathematics
Vivian Y Lim
Brief Research Report

Room 207 ( Ernest N. Morial Convention Center)

2:45 PM-3:15 PM


68
A Transformational Approach to Similarity: Results from the LTG Study
Courtney Layne Nelson, Daniel Heck and Kristen Malzahn
Brief Research Report

Room 206 ( Ernest N. Morial Convention Center)

69
Beginning Secondary Teachers’ Use of Tasks to Support Equitable Spaces
Ayanna D Perry
Brief Research Report

Room 207 ( Ernest N. Morial Convention Center)

70
Characterizing Teachers’ Goals for Student Learning
Frank S. Marfai
Brief Research Report

Room 219 ( Ernest N. Morial Convention Center)

71
Gender Differences in Self-Efficacy and Mathematical Modeling Tasks
Anu Sharma
Brief Research Report

Room 208/209/210 ( Ernest N. Morial Convention Center)

72
Male Domination to Masculinization: Chronicling Gender Equity in Mathematics Education
Luis A Leyva
Brief Research Report

Room 203/204 ( Ernest N. Morial Convention Center)

73
Mathematics Teacher Educators Supporting Prospective Teachers in Learning about CCSSM
Corey Drake, Jill Newton and Denise A Spangler
Brief Research Report

Room 205 ( Ernest N. Morial Convention Center)

74
Productive Struggle in Teaching and Learning Middle School Mathematics
Hiroko Kawaguchi Warshauer
Brief Research Report

Room 216 ( Ernest N. Morial Convention Center)

75
“Purely Ideological” Mathematics: A Case Study of Mathematics and Politics
Indigo Esmonde
Brief Research Report

Room 220/221/222 ( Ernest N. Morial Convention Center)

76
Reasoning-and-Proving Opportunities for Teachers in Secondary Geometry Textbooks
Nicholas J Gilbertson, Lorraine M Males, Kimberly C. Rogers and Samuel Otten
Brief Research Report

Room 212 ( Ernest N. Morial Convention Center)

77
Relational Understanding: Equivalent Fractions in Two Latino Classrooms
Higinio Dominguez
Brief Research Report

Room 211 ( Ernest N. Morial Convention Center)

78
Unpacking the CCSS-M Time and Money with Learning Trajectory
Dicky N. Ng
Brief Research Report

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?
Hartono Tjoe and Jimmy de la Torre
Brief Research Report

Room 211 ( Ernest N. Morial Convention Center)

126
Beyond Rise-over-Run: A Design Experiment and Learning Trajectory for Slope
Frederick Peck
Brief Research Report

Room 215 ( Ernest N. Morial Convention Center)

127
Examining Problem-Based Learning in Graduate Statistics for the Social Sciences
Carla J Thompson and Giang Nguyen
Brief Research Report

Room 219 ( Ernest N. Morial Convention Center)

128
Influences of Coaching Knowledge on Teacher Change
John Sutton and David A. Yopp
Brief Research Report

Room 206 ( Ernest N. Morial Convention Center)

129
Initiating Students into Mathematical Discourse Internationally
David Clarke
Brief Research Report

Room 216 ( Ernest N. Morial Convention Center)

130
Interactions among Learning Trajectories for Length, Area, and Volume Measurement
Cheryl L. Eames, Jeffrey E. Barrett and Julie Sarama
Brief Research Report

Room 203/204 ( Ernest N. Morial Convention Center)

131
Leveraging Simultaneous Renewal in an Era of Mathematics Education Reform
Damon L Bahr and Eula E. Monroe
Brief Research Report

Room 208/209/210 ( Ernest N. Morial Convention Center)

132
Middle School and Secondary Teachers’ Transformative Learning of Center
Susan A. Peters
Brief Research Report

Room 212 ( Ernest N. Morial Convention Center)

133
Professional Development Integrating Math and Language Supports for English Learners
Johannah Nikula and Mark J. Driscoll
Brief Research Report

Room 220/221/222 ( Ernest N. Morial Convention Center)

134
Teacher Practices for Orchestrating Discussions about Mathematical Definitions
Marta Kobiela and Richard Lehrer
Brief Research Report

Room 205 ( Ernest N. Morial Convention Center)

135
Understanding Specialized Content Knowledge at the Middle School Level
Lauren E Provost
Brief Research Report

Room 207 ( Ernest N. Morial Convention Center)

136
Ways to Elicit Reasoning: Hunt-then-Fish vs. Anticipatory Tasks
Robert Ely, Anne E Adams and Veronica Blackham
Brief Research Report

Room 214 ( Ernest N. Morial Convention Center)

2:45 PM-3:15 PM


149
Characterizing Contexts That Support Understanding of Integer Subtraction
Christy Pettis and Aran W. Glancy
Brief Research Report

Room 211 ( Ernest N. Morial Convention Center)

150
Improving Equation Solving and Equal-Sign Understanding with Nonstandard Equations
Sarah Rannells Powell and Melissa Kypraios Driver
Brief Research Report

Room 205 ( Ernest N. Morial Convention Center)

151
Learning Integers through Argumentation: Mapping a Learning Trajectory
Ian Whitacre and Courtney Flack
Brief Research Report

Room 203/204 ( Ernest N. Morial Convention Center)

152
Meaningful Discourse in Linguistically Diverse Mathematics Classes
Mary P Truxaw
Brief Research Report

Room 214 ( Ernest N. Morial Convention Center)

153
Opportunities for Algebraic Reasoning in the Context of Integers
Jessica Pierson Bishop, Randolph Philipp and Lisa L Lamb
Brief Research Report

Room 220/221/222 ( Ernest N. Morial Convention Center)

154
Preservice Secondary Teachers’ Algebraic Reasoning about Equation Solving
Rick A. Hudson and Frances Keating
Brief Research Report

Room 212 ( Ernest N. Morial Convention Center)

155
Preservice Teachers' Use of Fraction Models: Shifts in Thinking
Wendy Stienstra
Brief Research Report

Room 208/209/210 ( Ernest N. Morial Convention Center)

156
Secondary Mathematical Knowledge for Teaching: Challenges in Measurement
Erin Baldinger
Brief Research Report

Room 216 ( Ernest N. Morial Convention Center)

157
Supporting Middle School Learners' Understanding of Rate and Proportionality
George J. Roy, Vivian Fueyo and Phil J Vahey
Brief Research Report

Room 206 ( Ernest N. Morial Convention Center)

158
Supporting Prospective Elementary Mathematics Teachers’ Learning through Book Study
Gemma F Mojica and Stephanie Wright
Brief Research Report

Room 215 ( Ernest N. Morial Convention Center)

159
The Impact of a Dynamic Geomerty-Centered Teacher Professional Department Program
Zhonghong Jiang, Alexander White and M. Alejandra Sorto
Brief Research Report

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
Thomas E. Ricks and Yudong Yang
Brief Research Report

Room 215 ( Ernest N. Morial Convention Center)

161
Advanced Placement Statistics Teaching Knowledge
Brenna J Haines
Brief Research Report

Room 211 ( Ernest N. Morial Convention Center)

162
Identifying Primary Students in Need of Intervention: Primary Mathematics Assessment
Jonathan Brendefur, Michele Brown Carney and Keith Thiede
Brief Research Report

Room 212 ( Ernest N. Morial Convention Center)

163
Mathematics Teacher Educators’ Classroom Practices from K-8 Mathematics Content Courses
Aina K. Appova and Cynthia E. Taylor
Brief Research Report

Room 205 ( Ernest N. Morial Convention Center)

164
Measuring Instruction in Elementary Mathematics Classrooms
Sue A Womack and Sterling C. Hilton
Brief Research Report

Room 203/204 ( Ernest N. Morial Convention Center)

165
Preservice Elementary Teachers’ Visions and Enactment of Mathematical Discussions
Allyson Hallman-Thrasher
Brief Research Report

Room 214 ( Ernest N. Morial Convention Center)

166
Proof and Reasoning in Secondary School Algebra Textbooks
Philip Dituri
Brief Research Report

Room 208/209/210 ( Ernest N. Morial Convention Center)

167
Teacher Fidelity Decisions and Their Impact on Lesson Enactment
Ok-Kyeong Kim and Napthalin A Atanga
Brief Research Report

Room 207 ( Ernest N. Morial Convention Center)

168
Teacher Time-Out: Supporting the Collective Learning of Educators
Lynsey K. Gibbons, Elizabeth Hartmann and Allison Hintz
Brief Research Report

Room 206 ( Ernest N. Morial Convention Center)

169
Teachers’ Problem-Posing Responses to Children’s Mathematical Thinking
Tonia Land and Andrew Tyminski
Brief Research Report

Room 216 ( Ernest N. Morial Convention Center)

170
Teachers’ Reasoning about Proportional Relationships as “Variable Parts”
Sybilla Beckmann and Andrew Izsak
Brief Research Report

Room 220/221/222 ( Ernest N. Morial Convention Center)

171
Three Levels of Units: Necessary for Intensive Quantity, but Insufficient
David R Liss II
Brief Research Report

Room 219 ( Ernest N. Morial Convention Center)