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)
7:00 PM-8:15 PM
22.1
The Coming Transformation of American Education: Implications for Mathematics Education
Room 208/209/210 ( Ernest N. Morial Convention Center)
Room 208/209/210 ( Ernest N. Morial Convention Center)
Tuesday, April 8, 2014
8:30 AM-9:45 AM
23
A New Classroom Observation Instrument for Assessing K-16 Mathematics Classrooms
Room 219 ( Ernest N. Morial Convention Center)
Room 219 ( Ernest N. Morial Convention Center)
25
Developing a Theory of Mathematical Knowledge for Equitable Teaching
Room 207 ( Ernest N. Morial Convention Center)
Room 207 ( Ernest N. Morial Convention Center)
26
Elaborations on the Construction of Quantitative and Algebraic Reasoning
Room 208/209/210 ( Ernest N. Morial Convention Center)
Room 208/209/210 ( Ernest N. Morial Convention Center)
27
Interactive Paper Session 1
Room 203/204 ( Ernest N. Morial Convention Center)
Room 203/204 ( Ernest N. Morial Convention Center)
28
Interactive Paper Session 12
Room 205 ( Ernest N. Morial Convention Center)
Room 205 ( Ernest N. Morial Convention Center)
29
Interactive Paper Session 13
Room 206 ( Ernest N. Morial Convention Center)
Room 206 ( Ernest N. Morial Convention Center)
30
Measuring Teachers’ Fidelity of Implementation to CME Project Algebra 1
Room 215 ( Ernest N. Morial Convention Center)
Room 215 ( Ernest N. Morial Convention Center)
31
Preservice Teachers’ Beliefs On Constructing and Critiquing Valid Arguments
Room 212 ( Ernest N. Morial Convention Center)
Room 212 ( Ernest N. Morial Convention Center)
33
Theorizing Racism: Unpacking Supremacy, Privilege, and Justice in Mathematics Education
Room 220/221/222 ( Ernest N. Morial Convention Center)
Room 220/221/222 ( Ernest N. Morial Convention Center)
10:00 AM-11:15 AM
34
Best Practices from Mathematics Education and Special Education Research
Room 216 ( Ernest N. Morial Convention Center)
Room 216 ( Ernest N. Morial Convention Center)
35
Conceptualizing and Supporting Development: Learning Area Measurement in School
Room 215 ( Ernest N. Morial Convention Center)
Room 215 ( Ernest N. Morial Convention Center)
36
Curriculum Alignment as a Dynamic Process of Selective Interpretation
Room 212 ( Ernest N. Morial Convention Center)
Room 212 ( Ernest N. Morial Convention Center)
37
Developing Common Core Mathematical Practice #7 in an Algebra Classroom
Room 206 ( Ernest N. Morial Convention Center)
Room 206 ( Ernest N. Morial Convention Center)
38
High School Integrated Curricula and College Level Mathematics Performance
Room 207 ( Ernest N. Morial Convention Center)
Room 207 ( Ernest N. Morial Convention Center)
39
Implementing Mathematical Modeling in the Common Core Era
Room 214 ( Ernest N. Morial Convention Center)
Room 214 ( Ernest N. Morial Convention Center)
40
Interactive Paper Session 2
Room 203/204 ( Ernest N. Morial Convention Center)
Room 203/204 ( Ernest N. Morial Convention Center)
41
Interactive Paper Session 11
Room 205 ( Ernest N. Morial Convention Center)
Room 205 ( Ernest N. Morial Convention Center)
42
Recognizing Opportunities for Productive Use of Student Thinking
Room 211 ( Ernest N. Morial Convention Center)
Room 211 ( Ernest N. Morial Convention Center)
43
The Algebra Project: Working for Quality Math Education for Students
Room 208/209/210 ( Ernest N. Morial Convention Center)
Room 208/209/210 ( Ernest N. Morial Convention Center)
44
The NCTM Research Conference: A Brief History and Future Directions
Room 220/221/222 ( Ernest N. Morial Convention Center)
Room 220/221/222 ( Ernest N. Morial Convention Center)
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)
1:15 PM-2:30 PM
57
Interactive Paper Session 3
Room 203/204 ( Ernest N. Morial Convention Center)
Room 203/204 ( Ernest N. Morial Convention Center)
58
Interactive Paper Session 9
Room 205 ( Ernest N. Morial Convention Center)
Room 205 ( Ernest N. Morial Convention Center)
59
New Programs, Solicitations and Specific Evidence Standards: Changes at NSF
Room 211 ( Ernest N. Morial Convention Center)
Room 211 ( Ernest N. Morial Convention Center)
61
Mathematics Teaching in Urban Classrooms: Perspectives from Teachers and Researchers
Room 215 ( Ernest N. Morial Convention Center)
Room 215 ( Ernest N. Morial Convention Center)
62
Novel Explanations of Developmental Change in Numerical Estimation
Room 212 ( Ernest N. Morial Convention Center)
Room 212 ( Ernest N. Morial Convention Center)
63
Research on Instructional Interventions: Taking Stock and Moving Forward
Room 206 ( Ernest N. Morial Convention Center)
Room 206 ( Ernest N. Morial Convention Center)
64
Successful Calculus Programs: Two-Year Colleges to Research Universities
Room 219 ( Ernest N. Morial Convention Center)
Room 219 ( Ernest N. Morial Convention Center)
65
Using Practice as a Site for Professional Learning for Teaching
Room 208/209/210 ( Ernest N. Morial Convention Center)
Room 208/209/210 ( Ernest N. Morial Convention Center)
66
Using Representations of Practice in Survey Research with Mathematics Teachers
Room 214 ( Ernest N. Morial Convention Center)
Room 214 ( 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)
3:30 PM-4:45 PM
79
Colleagues 2.0: The MathTwitterBlogoSphere and Mathematics Teachers’ Professional Learning
Room 211 ( Ernest N. Morial Convention Center)
Room 211 ( Ernest N. Morial Convention Center)
80
Context Matters: Findings from Two Experimental Studies of Online Algebra
Room 215 ( Ernest N. Morial Convention Center)
Room 215 ( Ernest N. Morial Convention Center)
81
Exploring Relations between Teachers’ Knowledge, Perspectives, and Practice
Room 214 ( Ernest N. Morial Convention Center)
Room 214 ( Ernest N. Morial Convention Center)
82
Facilitating Teacher Learning to Develop Ambitious Practice in Mathematics
Room 208/209/210 ( Ernest N. Morial Convention Center)
Room 208/209/210 ( Ernest N. Morial Convention Center)
83
Graduate Student, Junior Faculty, and Researcher Mentoring Session
Room 220/221/222 ( Ernest N. Morial Convention Center)
Room 220/221/222 ( Ernest N. Morial Convention Center)
84
Intensive Professional Development to Support Teachers' Implementation of CCSS
Room 207 ( Ernest N. Morial Convention Center)
Room 207 ( Ernest N. Morial Convention Center)
85
Interactive Paper Session 4
Room 203/204 ( Ernest N. Morial Convention Center)
Room 203/204 ( Ernest N. Morial Convention Center)
86
Interactive Paper Session 10
Room 205 ( Ernest N. Morial Convention Center)
Room 205 ( Ernest N. Morial Convention Center)
87
Reasoning and Sense Making with Technology in Middle School
Room 219 ( Ernest N. Morial Convention Center)
Room 219 ( Ernest N. Morial Convention Center)
88
Reasoning Quantitatively with Part, Whole, an Equation, and a Length
Room 212 ( Ernest N. Morial Convention Center)
Room 212 ( Ernest N. Morial Convention Center)
89
The Smarter Balanced Assessment Consortium Mathematics Reasoning Project
Room 216 ( Ernest N. Morial Convention Center)
Room 216 ( Ernest N. Morial Convention Center)
90
The 2012 National Survey of Science and Mathematics Education
Room 206 ( Ernest N. Morial Convention Center)
Room 206 ( Ernest N. Morial Convention Center)
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)
Wednesday, April 9, 2014
8:30 AM-9:45 AM
113
Analyzing Critical Moments in High School Mathematics Classrooms
Room 216 ( Ernest N. Morial Convention Center)
Room 216 ( Ernest N. Morial Convention Center)
114
An Instructional Model to Develop Preservice Teachers' Professional Noticing Skills
Room 211 ( Ernest N. Morial Convention Center)
Room 211 ( Ernest N. Morial Convention Center)
115
Building Research Communities in Mathematics Education
Room 219 ( Ernest N. Morial Convention Center)
Room 219 ( Ernest N. Morial Convention Center)
116
Fostering K-12 Prospective Teachers’ Curricular Noticing
Room 208/209/210 ( Ernest N. Morial Convention Center)
Room 208/209/210 ( Ernest N. Morial Convention Center)
117
Interactive Paper Session 5
Room 203/204 ( Ernest N. Morial Convention Center)
Room 203/204 ( Ernest N. Morial Convention Center)
118
Interactive Paper Session 8
Room 205 ( Ernest N. Morial Convention Center)
Room 205 ( Ernest N. Morial Convention Center)
119
Massive Open Online Courses for Educators: A Learning Trajectory-Based MOOC
Room 206 ( Ernest N. Morial Convention Center)
Room 206 ( Ernest N. Morial Convention Center)
120
Perspectives on Linking Research and Practice: Thoughts from the Field
Room 220/221/222 ( Ernest N. Morial Convention Center)
Room 220/221/222 ( Ernest N. Morial Convention Center)
121
Providing Support for Mathematics Teaching to English Language Learners
Room 207 ( Ernest N. Morial Convention Center)
Room 207 ( Ernest N. Morial Convention Center)
122
Psychometric Methods in Math Education: New Opportunities and Challenges
Room 214 ( Ernest N. Morial Convention Center)
Room 214 ( Ernest N. Morial Convention Center)
123
Student Perspectives on Learning in Critical Mathematics Classrooms
Room 215 ( Ernest N. Morial Convention Center)
Room 215 ( Ernest N. Morial Convention Center)
10:00 AM-11:15 AM
124.1
A Practical Theory of Productive Persistence in Mathematics Education
Room 208/209/210 ( Ernest N. Morial Convention Center)
Room 208/209/210 ( Ernest N. Morial Convention Center)
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)
1:15 PM-2:30 PM
137
Assessing the Eliciting and Interpreting of Students’ Mathematical Thinking
Room 203/204 ( Ernest N. Morial Convention Center)
Room 203/204 ( Ernest N. Morial Convention Center)
138
Centering Instruction on Students: Mathematics Teacher Education for Equity
Room 214 ( Ernest N. Morial Convention Center)
Room 214 ( Ernest N. Morial Convention Center)
139
Exploring and Explaining Trends in NAEP Mathematics Performance
Room 212 ( Ernest N. Morial Convention Center)
Room 212 ( Ernest N. Morial Convention Center)
140
How Should the Enacted Mathematics Curriculum Be Conceptualized and Studied?
Room 219 ( Ernest N. Morial Convention Center)
Room 219 ( Ernest N. Morial Convention Center)
141
Interactive Paper Session 6
Room 211 ( Ernest N. Morial Convention Center)
Room 211 ( Ernest N. Morial Convention Center)
142
Interactive Paper Session 7
Room 205 ( Ernest N. Morial Convention Center)
Room 205 ( Ernest N. Morial Convention Center)
143
Mathematics Teacher Educator: Information for Potential Authors
Room 220/221/222 ( Ernest N. Morial Convention Center)
Room 220/221/222 ( Ernest N. Morial Convention Center)
144
Measuring Implementation of Mathematically Productive Teaching Routines in Urban Schools
Room 206 ( Ernest N. Morial Convention Center)
Room 206 ( Ernest N. Morial Convention Center)
145
Supporting Fraction Addition and Subtraction Algorithm Development
Room 207 ( Ernest N. Morial Convention Center)
Room 207 ( Ernest N. Morial Convention Center)
146
Technological Tasks, Cognitive Demand in Secondary Classrooms, andTeacher Education
Room 215 ( Ernest N. Morial Convention Center)
Room 215 ( Ernest N. Morial Convention Center)
147
The Teacher’s Role in Formative Assessment: Finland, Canada, and U.S.
Room 208/209/210 ( Ernest N. Morial Convention Center)
Room 208/209/210 ( Ernest N. Morial Convention Center)
148
Writing Research for Teachers: Putting Results Into Practice
Room 216 ( Ernest N. Morial Convention Center)
Room 216 ( 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)