Tuesday, April 12, 2016
8:30 AM-9:00 AM
2
A Classroom Intervention: Strengthening Prospective Elementary Teachers’ Knowledge of Divisibility
3007 (San Francisco Convention Center)
3007 (San Francisco Convention Center)
3
A Practical and Powerful Screener of Middle School Mathematics Difficulties
3008 (San Francisco Convention Center)
3008 (San Francisco Convention Center)
4
Activity and Impact of Elementary Mathematics Specialists in Rural Schools
3010 (San Francisco Convention Center)
3010 (San Francisco Convention Center)
5
An Analysis of U.S. Expert Teachers’ Lessons on Inverse Relations
3011 (San Francisco Convention Center)
3011 (San Francisco Convention Center)
6
Angle and Slope Connections: Challenging Teacher Assumptions in Trigonometry
3018 (San Francisco Convention Center)
3018 (San Francisco Convention Center)
9
Assessing Creativity and Modelling amongst Mathematically Gifted Preteens
3000 (San Francisco Convention Center)
3000 (San Francisco Convention Center)
11
It Won't Work Every Time: The Refutations of Preservice Teachers
3002 (San Francisco Convention Center)
3002 (San Francisco Convention Center)
12
Professional Identity and Cultural Competence Development among STEM Professionals
3006 (San Francisco Convention Center)
3006 (San Francisco Convention Center)
13
The Influence of Consecutive Flipped Courses on Students’ Math Anxieties
3024 (San Francisco Convention Center)
3024 (San Francisco Convention Center)
14
Understanding How to Differentiate Instruction for Middle School Students
3016 (San Francisco Convention Center)
3016 (San Francisco Convention Center)
9:15 AM-9:45 AM
15
Beyond the Demonstration of Procedures in YouTube-Style Math Videos
3004 (San Francisco Convention Center)
3004 (San Francisco Convention Center)
17
Connections among Mathematics Vocabulary, General Vocabulary, and Computation
3008 (San Francisco Convention Center)
3008 (San Francisco Convention Center)
18
Constructing and Critiquing Arguments: Effect of an Instructional Sequence
3009 (San Francisco Convention Center)
3009 (San Francisco Convention Center)
19
Constructions of Coordinate Systems: Four Ninth-Grade Students
3010 (San Francisco Convention Center)
3010 (San Francisco Convention Center)
20
Designing Professional Development to Support Teachers in Learning Trajectory-Based Instruction
3011 (San Francisco Convention Center)
3011 (San Francisco Convention Center)
21
Developing Ambitious Practice: A Cross-Case Analysis of Novice Mathematics Teachers
3018 (San Francisco Convention Center)
3018 (San Francisco Convention Center)
22
Developing Facilitation Practices in a Secondary Math Teacher Learning Community
3020 (San Francisco Convention Center)
3020 (San Francisco Convention Center)
23
Developing Knowledge and Theory of Math Education through Action Research
3022 (San Francisco Convention Center)
3022 (San Francisco Convention Center)
24
Does Experiential Learning Influence the Way Students Learn Mathematics?
3024 (San Francisco Convention Center)
3024 (San Francisco Convention Center)
26
Underrepresented Students Pursuing Mathematics Degrees: Changes after Transitioning to College
3006 (San Francisco Convention Center)
3006 (San Francisco Convention Center)
27
Using Video to Prepare Preservice Teachers to Pose Purposeful Questions
3016 (San Francisco Convention Center)
3016 (San Francisco Convention Center)
11:30 AM-12:00 PM
41
Effectiveness of Curriculum Units for Preservice Elementary Teachers
3004 (San Francisco Convention Center)
3004 (San Francisco Convention Center)
42
Elementary Preservice Teachers’ Self-Efficacy for Teaching Mathematics and Content Knowledge
3006 (San Francisco Convention Center)
3006 (San Francisco Convention Center)
43
Elementary Students Articulation and Application of Theory of Measure
3007 (San Francisco Convention Center)
3007 (San Francisco Convention Center)
45
Eliciting Student Understanding of Mathematical Aspects of the Multiplication Principle
3009 (San Francisco Convention Center)
3009 (San Francisco Convention Center)
46
Eliminating Counterexamples: A Conception of Contrapositive Proving for Adolescents
3010 (San Francisco Convention Center)
3010 (San Francisco Convention Center)
47
Evaluating the Effectiveness of Symmetry Software for Early Elementary Children
3016 (San Francisco Convention Center)
3016 (San Francisco Convention Center)
48
Examining the Impact of Multiple Representations on Students’ Achievement
3024 (San Francisco Convention Center)
3024 (San Francisco Convention Center)
49
Exploring the Narratively Constructed Mathematical Identities of Latina Bilingual Students
3002 (San Francisco Convention Center)
3002 (San Francisco Convention Center)
50
Preservice Teachers’ Horizon Knowledge for Teaching Addition and Subtraction
3020 (San Francisco Convention Center)
3020 (San Francisco Convention Center)
51
Simultaneous Measurement of Preservice Teachers’ Professional Noticing and MKT
3000 (San Francisco Convention Center)
3000 (San Francisco Convention Center)
52
Using Content Maps to Represent Qualities of Teachers’ Mathematical Instruction
3018 (San Francisco Convention Center)
3018 (San Francisco Convention Center)
53
Utility of the TMSSR Framework for Investigating Instructional Practices
3011 (San Francisco Convention Center)
3011 (San Francisco Convention Center)
2:45 PM-3:15 PM
68
Exploring Effects of Content Organization on Specific Algebraic Concepts
3002 (San Francisco Convention Center)
3002 (San Francisco Convention Center)
69
Exploring Quality of PSTs’ Arguments in “Constructing” and “Critiquing” Situations
3004 (San Francisco Convention Center)
3004 (San Francisco Convention Center)
71
Facilitating the Collective Learning of Teachers in Practice-Based Learning Experiences
3007 (San Francisco Convention Center)
3007 (San Francisco Convention Center)
72
Ferris Wheels and Filling Bottles: Investigating a Student's Transfer
3008 (San Francisco Convention Center)
3008 (San Francisco Convention Center)
73
First Graders' Use of Variable Notation in a Teaching Experiment
3009 (San Francisco Convention Center)
3009 (San Francisco Convention Center)
75
How Novice Teachers Connect Tasks to the CCSSM Math Practices
3011 (San Francisco Convention Center)
3011 (San Francisco Convention Center)
76
How Secondary Students Determine the Validity of Mathematical Arguments
3016 (San Francisco Convention Center)
3016 (San Francisco Convention Center)
77
How Teachers’ Evaluate Breaches of Norms in High School Geometry
3018 (San Francisco Convention Center)
3018 (San Francisco Convention Center)
78
Hypothesizing Fragmented Growth of Mathematical Proficiency for Teaching
3020 (San Francisco Convention Center)
3020 (San Francisco Convention Center)
79
Impact of Early Algebra Instruction across Populations of Diverse Learners
3022 (San Francisco Convention Center)
3022 (San Francisco Convention Center)
80
Initial Understanding of Fractions: Children with Learning Disabilities and Difficulties
3024 (San Francisco Convention Center)
3024 (San Francisco Convention Center)
Wednesday, April 13, 2016
12:30 PM-1:00 PM
159
Instructional Practices Related to Students’ Conceptions of Mathematics
3004 (San Francisco Convention Center)
3004 (San Francisco Convention Center)
160
Instruction, Self-Efficacy, and Achievement in Grades 4–8 Mathematics
3002 (San Francisco Convention Center)
3002 (San Francisco Convention Center)
161
Investigating a Student’s Reasoning with Ratios: The Case of Gabriel
3009 (San Francisco Convention Center)
3009 (San Francisco Convention Center)
162
Investigating Fifth-Grade Students’ Conceptions of Fractions on the Number Line
3010 (San Francisco Convention Center)
3010 (San Francisco Convention Center)
163
Investigating Online Homework: How Do Teaching Practices Change?
3007 (San Francisco Convention Center)
3007 (San Francisco Convention Center)
164
Investigating Secondary Preservice Teachers’ Noticing of Student Thinking
3008 (San Francisco Convention Center)
3008 (San Francisco Convention Center)
165
Linking Teacher Concerns and Professional Development with the CCSSM Implementation
3016 (San Francisco Convention Center)
3016 (San Francisco Convention Center)
166
Maintaining High Levels of Cognitive Demand through Student Silence
3018 (San Francisco Convention Center)
3018 (San Francisco Convention Center)
168
Principals and Implementation on Common Core State Standards for Mathematics
3020 (San Francisco Convention Center)
3020 (San Francisco Convention Center)
169
Studying Mathematics Beginning Teaching Using MQI, CLASS, and FFT
3000 (San Francisco Convention Center)
3000 (San Francisco Convention Center)
171
Third Graders’ Development of Quantitative Reasoning about Angle Measure
3006 (San Francisco Convention Center)
3006 (San Francisco Convention Center)
2:45 PM-3:15 PM
186
Mathematical Discourse in a Kindergarten Classroom: A Case Study
3002 (San Francisco Convention Center)
3002 (San Francisco Convention Center)
188
Mathematical Play and Neuroplasticity in Children with Cancer
3006 (San Francisco Convention Center)
3006 (San Francisco Convention Center)
189
Mathematics and the African American Males' Graduation Sucess
3010 (San Francisco Convention Center)
3010 (San Francisco Convention Center)
190
Measuring Primary Grade Teachers’ Mathematical Knowledge for Teaching
3007 (San Francisco Convention Center)
3007 (San Francisco Convention Center)
191
Measuring Teachers' Beliefs in Relation to Standards for Mathematical Practice
3008 (San Francisco Convention Center)
3008 (San Francisco Convention Center)
192
Navigating the Tension between Direct and Dialogic Mathematics Teaching Practices
3009 (San Francisco Convention Center)
3009 (San Francisco Convention Center)
194
Preparing Teachers to Link Research to Practice: Successes and Failures
3018 (San Francisco Convention Center)
3018 (San Francisco Convention Center)
195
Preservice Elementary Mathematics Lesson Study: Visions and Learning to Teach
3020 (San Francisco Convention Center)
3020 (San Francisco Convention Center)
196
Preservice Secondary Teachers' Learning of Purposeful Questioning
3024 (San Francisco Convention Center)
3024 (San Francisco Convention Center)
197
Teachers as Problem Solvers: Insights from Professional Development
3000 (San Francisco Convention Center)
3000 (San Francisco Convention Center)
3:30 PM-4:00 PM
198
Preservice Teachers’ Use of Schema-Based Diagrams for Teaching Word Problems
3006 (San Francisco Convention Center)
3006 (San Francisco Convention Center)
200
Refinement of the Conceptual Models for Integer Addition and Subtraction
3010 (San Francisco Convention Center)
3010 (San Francisco Convention Center)
201
Reforming an Increasingly Reductionistic U.S. Mathematics Education Culture
3011 (San Francisco Convention Center)
3011 (San Francisco Convention Center)
202
Rethinking Elementary Preservice Teachers’ Addition Strategies
3018 (San Francisco Convention Center)
3018 (San Francisco Convention Center)
203
Sustaining Lesson Study: Mathematics Teachers’ Conceptions of Lesson Study
3024 (San Francisco Convention Center)
3024 (San Francisco Convention Center)
204
Teachers' Beliefs: Relationships with Accountability Pressure and Student Achievement
3000 (San Francisco Convention Center)
3000 (San Francisco Convention Center)
205
Teachers' MKT and Curricular Reasoning in Algebra and Statistics
3002 (San Francisco Convention Center)
3002 (San Francisco Convention Center)
206
The Connections between Number and Notation: Elementary PSTs’ Understanding
3007 (San Francisco Convention Center)
3007 (San Francisco Convention Center)