Monday, April 11, 2016
5:30 PM-7:00 PM
Tuesday, April 12, 2016
7:30 AM-8:20 AM
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)
10:00 AM-11:15 AM
28
30
Complementary Approaches to Formative Assessment in Mathematics
3007 (San Francisco Convention Center)
3007 (San Francisco Convention Center)
32
IPS 1
3018 (San Francisco Convention Center)
3018 (San Francisco Convention Center)
33
IPS 6
3022 (San Francisco Convention Center)
3022 (San Francisco Convention Center)
34
IPS 8
3020 (San Francisco Convention Center)
3020 (San Francisco Convention Center)
35
Measurement, Discourse, and Technology: Three Research Compendium Chapters Interact
3016 (San Francisco Convention Center)
3016 (San Francisco Convention Center)
36
Graduate Student, Junior Faculty, and Researcher Mentoring Session
3002 (San Francisco Convention Center)
3002 (San Francisco Convention Center)
37
Oral Assessments as Learning Opportunities for Preservice Teachers
3011 (San Francisco Convention Center)
3011 (San Francisco Convention Center)
38
Research on Math Teacher Education in an Online Multimedia Environment
3009 (San Francisco Convention Center)
3009 (San Francisco Convention Center)
39
40
Writing for NCTM Journals: Publishing Your Research in Teacher-Friendly Articles
3000 (San Francisco Convention Center)
3000 (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)
1:15 PM-2:30 PM
54
Cracking Her Codes: Investigating Technology Boundary Objects Using Interaction Analysis
3016 (San Francisco Convention Center)
3016 (San Francisco Convention Center)
55
Engaging Principles to Actions, Teachers’ Actions, and Game Design
3002 (San Francisco Convention Center)
3002 (San Francisco Convention Center)
56
Examining an Instrument for Assessing Primary Grades Mathematics Classrooms
3007 (San Francisco Convention Center)
3007 (San Francisco Convention Center)
57
IPS 2
3018 (San Francisco Convention Center)
3018 (San Francisco Convention Center)
58
IPS 7
3022 (San Francisco Convention Center)
3022 (San Francisco Convention Center)
59
IPS 9
3020 (San Francisco Convention Center)
3020 (San Francisco Convention Center)
60
“Power Concedes Nothing without a Demand”: Challenging the Pervasive Deficit Discourse about Children in Mathematics Education
3006 (San Francisco Convention Center)
3006 (San Francisco Convention Center)
61
Mathematics Instruction and Learning in the Community College
3008 (San Francisco Convention Center)
3008 (San Francisco Convention Center)
63
Problematizing Mathematics Homework as Punishment: Practice and Theory
3009 (San Francisco Convention Center)
3009 (San Francisco Convention Center)
65
66
Understanding Practices Preservice Teachers Use to Elicit Students’ Thinking
3010 (San Francisco Convention Center)
3010 (San Francisco Convention Center)
67
Who’s In Charge? Teachers' Talk Cultivates Students’ Mathematical Authority
3004 (San Francisco Convention Center)
3004 (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)
3:30 PM-4:45 PM
83
CANCELLED
CANCELLED - Approaching Intersecting Challenges: Mathematics Remediation at Four-Year Universities and Mathematics Identity as a Lens on Inequitable Access
3006 (San Francisco Convention Center)
CANCELLED - Approaching Intersecting Challenges: Mathematics Remediation at Four-Year Universities and Mathematics Identity as a Lens on Inequitable Access
3006 (San Francisco Convention Center)
84
Examining the Mathematics in the Next Generation Science Standards
3000 (San Francisco Convention Center)
3000 (San Francisco Convention Center)
85
Intersections of Instructional and Relational Dimensions of Urban Mathematics Classrooms
3004 (San Francisco Convention Center)
3004 (San Francisco Convention Center)
86
IPS 3
3018 (San Francisco Convention Center)
3018 (San Francisco Convention Center)
87
IPS 10
3020 (San Francisco Convention Center)
3020 (San Francisco Convention Center)
89
90
Mathematics Education Research, Policy, and the National Science Foundation
3016 (San Francisco Convention Center)
3016 (San Francisco Convention Center)
91
New Research on Extending Multiplicative Relationships beyond Whole Numbers
3011 (San Francisco Convention Center)
3011 (San Francisco Convention Center)
92
Structuring Two- and Three-Dimensional Space: A Focus on Representations
3008 (San Francisco Convention Center)
3008 (San Francisco Convention Center)
93
Supporting Students’ Mathematical Reasoning with Digital Tools
3022 (San Francisco Convention Center)
3022 (San Francisco Convention Center)
94
Using Mobile Technology to Promote K–2 Mathematical Reasoning and Discourse
3007 (San Francisco Convention Center)
3007 (San Francisco Convention Center)
95
When the Numbers Are There, But the Representation Doesn’t Work
3010 (San Francisco Convention Center)
3010 (San Francisco Convention Center)
5:00 PM-6:00 PM
96
A CROSS-Institutional Effort to Develop Teacher Understanding about Statistical Investigations
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
97
Analyzing Development of Norms Conducive to Productive Discourse
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
99
Assessing Secondary Teachers' Algebraic Habits of Mind
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
101
Children’s Mathematics Experiences, with Significant Others, Prior to School
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
102
Communicating about Fractions: Comparing the Use of Technology vs. Traditional Writing
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
105
Developing Preservice Teacheers' Constructs of Problem Solving
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
106
"Mistakes = Information": Norms for Discussion of Mathematical Errors
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
107
Developing Representational Ability with Fractions: A Textbook Analysis
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
108
Developing Teachers’ Professional Noticing with Technology
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
109
Enactment of CCSSM: Curriculum, Professional Development, and Teaching
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
110
English Learners' Participation in Mathematical Discourse
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
111
Evaluating Children’s Spatial Ability: Teacher Versus Test
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
112
Examination Teaching Efficacy and Mathematics Instruction in Virtual Classroom Environment
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
113
Examining Multiple Perspectives on Effective, Problem-Centered Mathematics Lessons
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
114
Examining Teachers' Learning as They Use Learning Maps to Study Mathematics
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
115
Examining the Effects of a Dynamic Geometry Task Analysis Framework
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
116
Exploration of an Innovative Tool to Capture Preservice Teacher Noticing
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
118
Gaze Analysis of Fraction Comparison Strategies
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
119
How Do Teacher Journals Integrate Mathematics with Other Subjects?
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
120
Identifying Challenges and Resources for ELLs Reasoning about Linear Functions
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
122
Lesson Plan to Animation: Preservice Teachers’ Approximations through Lesson Plan-Imation
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
123
Leveraging Mathematics Common Planning Time for Effective Instruction
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
124
Making Sense of Mathematics Sensemaking: Examining Co-Constructed Learning Environments
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
126
Nos/otr@s Relationships in Secondary Mathematics Classrooms
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
131
Promoting Situational Understanding or Word Problems through Reflection on Drawings
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
133
Relationship between Students’ Attitude and Reasoning via TIMSS 2011
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
134
Robotics, Computational Thinking, and Mathematics Achievement
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
135
Secondary In-Service Teachers Professional Noticing
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
136
Secondary School Responsive Teaching: Noticing Students’ Algebraic Generalizations
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
138
Teddy Bear Pre-K Math Assessment: Validation of a Game-Based Measure
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
139
The Early Concept of Angle: Definition, Development, and Cognitively Diagnostic Assessment
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
140
The Mathematics of Cryptography and Cybersecurity
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
141
The Reliability and Validity of a Mathematical Modeling Knowledge Scale
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
142
Understanding Changes in Novice Teachers’ Social Networks
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
143
Using Email Alerts to Motivate Mathematics Students: Will They Listen?
Third Level Prefunction (San Francisco Convention Center)
Third Level Prefunction (San Francisco Convention Center)
Wednesday, April 13, 2016
8:30 AM-9:45 AM
144
Analyzing Classroom Interactions by Coordinating Status and Positioning Theories
3011 (San Francisco Convention Center)
3011 (San Francisco Convention Center)
145
Analyzing Mathematics Teacher Learning Using Frame Alignment Processes
3010 (San Francisco Convention Center)
3010 (San Francisco Convention Center)
146
147
Examining the Impact of Elementary Mathematics Specialists and Coaches
3022 (San Francisco Convention Center)
3022 (San Francisco Convention Center)
148
Expanding Horizons in K–3 Geometry and Spatial Thinking: The Implementation and Results of a New Curriculum and PD Model
3006 (San Francisco Convention Center)
3006 (San Francisco Convention Center)
149
Focusing Flipped Classroom Research on Enacted Teaching Practices
3016 (San Francisco Convention Center)
3016 (San Francisco Convention Center)
150
From the Bronx to the Bay: Contextualizing Mathematics Curriculum
3002 (San Francisco Convention Center)
3002 (San Francisco Convention Center)
151
Investigating Mathematical Learning and Racial Identity with Middle Grades Students
3004 (San Francisco Convention Center)
3004 (San Francisco Convention Center)
152
IPS 4
3018 (San Francisco Convention Center)
3018 (San Francisco Convention Center)
153
IPS 11
3020 (San Francisco Convention Center)
3020 (San Francisco Convention Center)
154
155
Persistence, Instruction, and Coordination in the National Study of Calculus
3009 (San Francisco Convention Center)
3009 (San Francisco Convention Center)
157
Writing MTE Manuscripts That Avoid Common Mistakes Aspiring Authors Make
3000 (San Francisco Convention Center)
3000 (San Francisco Convention Center)
10:00 AM-11:30 AM
158
Plenary: How Research into Second-Language Learning Might Be Useful to Mathematics Educators
3001/3003/3005 (San Francisco Convention Center)
3001/3003/3005 (San Francisco Convention Center)
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)
1:15 PM-2:30 PM
172
Conceptualizing Teacher Discourse Moves Using Different Focal Lengths
3011 (San Francisco Convention Center)
3011 (San Francisco Convention Center)
173
IPS 5
3018 (San Francisco Convention Center)
3018 (San Francisco Convention Center)
174
IPS 12
3020 (San Francisco Convention Center)
3020 (San Francisco Convention Center)
175
Lesson Study in Florida: Unveiling the Process of Professionalism Development
3022 (San Francisco Convention Center)
3022 (San Francisco Convention Center)
176
Managing Students’ (Apparently) Incorrect Mathematical Responses
3007 (San Francisco Convention Center)
3007 (San Francisco Convention Center)
179
Prospective Pre-K–8 Teachers’ Selection of Initial Problem-Solving Strategies
3010 (San Francisco Convention Center)
3010 (San Francisco Convention Center)
180
Scaffolding Coherence in Digital Worlds Using CCSSM-Aligned Learning Maps
3016 (San Francisco Convention Center)
3016 (San Francisco Convention Center)
181
Slope and Covariational Reasoning to Make Sense of Fitting Lines
3008 (San Francisco Convention Center)
3008 (San Francisco Convention Center)
182
Supporting Mathematics Specialists: Identification and Development of High Leverage Practices
3024 (San Francisco Convention Center)
3024 (San Francisco Convention Center)
183
184
Teachers’ Uses of Curriculum and Assessment with the Common Core
3002 (San Francisco Convention Center)
3002 (San Francisco Convention Center)
185
Transformative Math Teaching and Learning: Stories from Railside High
3006 (San Francisco Convention Center)
3006 (San Francisco Convention Center)
178.62
Measuring and Supporting the Improvement of Mathematics Teaching at Scale
3000 (San Francisco Convention Center)
3000 (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)