Monday, April 7, 2014
5:45 PM-6:45 PM
1
Adopting a Linguistic Approach in the Mathematics Classroom
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
2
A Linkage among Cognitive Skills in School Mathematics and Science
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
3
Challenging Teachers' Perceptions of Mathematical Smartness
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
4
Children’s Pairing Schemes in Combinatorial Reasoning
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
5
Describing vs. Deducing: Characterizing Teachers’ Analysis of Student Work
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
6
Framework of Social Justice Approaches to Mathematics Education
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
7
Identity, Remediation, and Urban Mathematics Education: A Follow-Up Study
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
8
“It’s Negative”: Preconceptions of Integer Products and Quotients
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
9
“Measurement Club”: Helping to Fill an Educational Gap
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
10
Middle School Teachers' Knowledge for Teaching Solids of Revolution
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
11
12
Preparing Mathematics Teachers: Does edTPA Assess for Culturally Relevant Pedagogy?
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
13
Preservice Teachers’ Perceptions on the Interaction between Assessment and Engagement
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
14
Preservice Teachers' Responding Based on Children’s Mathematical Understanding
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
15
Problems that Prospective Mathematics Teachers Had While Using Cabri 3D
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
16
Survey of Mathematics Education Technology Dissertation Scope and Quality: 1968-2009
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
17
Teacher Learning of Learning Trajectories in Professional Development
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
18
Test Item Analysis and Modification: Implications of Teachers' Perceptions
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
19
The Impact of Stereotype Threat on Adolescent Female Math Students
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
20
The Journey of Preservice Teachers Creating Culturally Responsive Mathematics Lessons
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
21
The Problem of Transition from School to University Mathematics
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
22
Tracking Math Teacher Trajectories: Initial Results of a Longitudinal Study
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
Tuesday, April 8, 2014
5:00 PM-6:00 PM
91
A Discursive Analysis of Teachers’ Routines in Contextualized Algebraic Lessons
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
92
Aligning Mathematical Tasks to the Standards for Mathematical Practice
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
93
An Examination of Mathematics Graduate Teaching Assistant Efficacy
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
94
An Exploration of Preservice Elementary Teachers' Mathematical Knowledge for Teaching
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
95
Cognitive Demand of Teacher Prompting: Engaging Students in Mathematical Discourse
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
96
Curricular Support for Building on Students’ Partial Understandings
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
97
Developing Rapport: Contours of Novice Teachers’ Mathematics Instruction
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
98
Does Computer Experience Affect Children’s Geometry Ability?--A Cultural Comparison
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
99
Examining the Impact of Stereotypes within Mathematical Group Work
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
100
Improving Preservice Mathematics Teachers Capability for Generic Example Proofs
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
101
Investigating Teacher Knowledge While Transitioning to the Common Core
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
102
Local and Global Approaches in Coordinating Multiple Mathematical Representations
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
103
Long-Term Effect of Curricula on Mathematics Attitudes: A Qualitative Study
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
104
Middle and High School Students’ Conceptions of Equality
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
105
Prospective Elementary Teachers’ Conceptions of Lesson Experiments
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
106
Single-Sex Classes and Middle-Grades Students’ Mathematics Self-Concept
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
107
Sources of Self-Efficacy of Middle School Hispanic Students
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
108
Students’ Use of Inconsistent, Informal, and Insufficient Language in Geometry
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
109
Teaching Math in Urban Schools: Future Teachers’ Beliefs and Performance
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
110
The Ritual Aspects of Teaching Fractions in a 5th-Grade Classroom
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
111
Views of Students’ and the Quality of Mathematics Instruction Received
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)
112
Young Children’s Spatial Reasoning as a Springboard for Developing Equity
Room 217/218 ( Ernest N. Morial Convention Center)
Room 217/218 ( Ernest N. Morial Convention Center)