Mathematics

International Group for the Psychology of Mathematics Education 42nd Annual Conference of PME-NA; Mazatlán, Sinaloa, Mexico - HYBRID

Event Date: 
Thu, 05/27/2021 (All day) to Sat, 05/29/2021 (All day)

To learn more, visit https://pmena2020.cinvestav.mx/.

DRK-12 Presenters:

  • Keith Leatham, Brigham Young University; Joshua Ruk, Western Michigan University
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National Council of Teachers of Mathematics 2021 NCTM Regional Conference & Exposition; New Orleans, LA

Event Date: 
Wed, 02/02/2022 (All day) to Fri, 02/04/2022 (All day)
Associated Dates and Deadlines: 

To learn more, visit https://www.nctm.org/regionals/.

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National Council of Teachers of Mathematics 2021 NCTM Virtual Annual Meeting

Event Date: 
Wed, 04/21/2021 (All day) to Sat, 04/24/2021 (All day)
Associated Dates and Deadlines: 

To learn more, visit https://www.nctm.org/annual/.

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Students and Teachers Mobilizing Mathematical Concepts through Reciprocal Noticing

This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms. Drawing from highly resonant concepts from materialism and Indigenous Knowledges—two perspectives that researchers rarely bring into dialogue—this alternative approach explores the reciprocal, material, and more-than-human nature of noticing. By focusing on the role of movement in noticing, the approach discusses the indivisibility of sensing and making sense as students and teachers mobilize mathematical concepts.

Author/Presenter: 
Higinio Dominguez
Lead Organization(s): 
Year: 
2021
Short Description: 

This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms.

Using Authentic Video Clips of Classroom Instruction to Capture Teachers’ Moment-to-Moment Perceiving as Knowledge-Filtered Noticing

In this article, we report on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception. We developed items to capture teachers’ perception of similarity of their own teaching to the teaching shown in three short video clips of authentic classroom instruction. We describe the item design and relate teachers’ moment-to-moment noticing to their reflective noticing as measured by judgements of similarity teachers provided after viewing each video.

Author/Presenter: 
Nicole B. Kersting
James E. Smith
Beau Vezino
Lead Organization(s): 
Year: 
2021
Short Description: 

This article reports on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception.

The Role of Instructional Materials in the Relationship Between the Official Curriculum and the Enacted Curriculum

Author/Presenter: 
Jeffrey Choppin
Amy Roth McDuffie
Corey Drake
Jon Davis
Lead Organization(s): 
Year: 
2020
Short Description: 

The authors studied how the distal policy mechanisms of curricular aims and objectives articulated in official curriculum documents influenced classroom instruction, and the factors that were associated with the enactment of those curricular aims and objectives.

Development and Validation of a High School STEM Self‐Assessment Inventory

The development of inclusive STEM high schools that have no academic admission requirements has been a national goal in the United States. However, there is no umbrella organization that gives guidance for structuring such schools. The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength. A multi‐phase methodology was employed.

Author/Presenter: 
Erin Peters Burton
Tara S. Behrend
Shari Matray
Clarissa Hudson
Michael Ford
Lead Organization(s): 
Year: 
2020
Short Description: 

The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength.

Transferability of Teacher Noticing

Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers’ (PMTs) noticing of a range of important aspects of classroom instruction. Less is known, however, about whether noticing skills that are developed during an intervention transfer to support PMTs’ in-the-moment noticing during their own teaching practice.

Author/Presenter: 
Shari L. Stockero
Lead Organization(s): 
Year: 
2020
Short Description: 

This study compared prospective mathematics teachers' (PMTs) noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in the intervention to determine whether the two groups of PMTs noticed different aspects of instruction.

An Emerging Community in Online Mathematics Teacher Professional Development: An Interactional Perspective

Online collaborative and content-focused professional development (PD) is becoming an increasingly important setting for supporting mathematics teachers’ professional learning. The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse.

Author/Presenter: 
Anthony Matranga
Jason Silverman
Year: 
2020
Short Description: 

The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse.

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