2017 Annual Conference of the North American Chapter of the
International Group for the Psychology of Mathematics Education

Working Groups

Category: Empirical

Authors

Matthew P. Campbell, West Virginia University;
Rebekah Elliott, Oregon State University;
Erin E. Baldinger, University of Minnesota;
Sarah Kate Selling, University of Utah;
Jared Webb, University of North Carolina at Greensboro;
Robert Wieman, Rowan University

Description

This working group addresses a collective investigation of the design and use of pedagogies of enactment, specifically coached rehearsals, in mathematics teacher education and professional development and research efforts around their impact. We will provide opportunities to engage in collective investigation around three central issues: articulating theories of and perspectives on teacher learning to frame research and practice, foregrounding issues of equity in this work, and conceiving partnerships to support and scale efforts. These discussions will lead to immediate takeaways as well as plans for future collective efforts around research and practice.

Keywords

Instructional Activities and Practices
Teacher Education-Preservice
Teacher Education-Inservice/Professional Development

Authors

Corey Brady, Vanderbilt University;
Angeles Dominguez Cuenca, ITESM;
Aran W Glancy, Purdue University;
Hyunyi Jung, Calvin College;
Jeffrey McLean, St. Lawrence University

Description

Modeling continues to be a central feature of mathematical teaching and learning from both researcher and teacher perspectives. The Models and Modeling Working Group at PME-NA has provided a venue for discussing and collaborating on research projects fundamental to this area since the first PME-NA conference in 1978. We propose to reconvene this Working Group at PME-NA 39 to build on energetic discussions that took place at PME-NA 38 and to establish a collaborative framework for shared research projects that integrate interested newcomers with established researchers within the Models & Modeling Perspective.

Keywords

Modeling
Problem Solving
Design Experiments

Authors

Charity Cayton, East Carolina University;
Maureen Grady, East Carolina University;
Ronald Preston, East Carolina University;
Ruthmae Sears, University of South Florida;
Jennifer Oloff-Lewis, CSU, Chico;
Patti Brosnan, Ohio State University

Description

This working group examines the use of co-planning and co-teaching in clinical experiences of pre-service, secondary mathematics teachers, especially during their internship. This working group is appropriate for those interested in (or already engaged in) co-planning or co-teaching as part of secondary mathematics clinical experiences. Sessions will introduce co-teaching and co-planning strategies, share our work, and allow participants to share their ideas and work with co-planning and co-teaching. We hope to continue research efforts related to co-planning and co-teaching by arranging consistent follow-up meetings to support research, grant writing, and future submissions for working groups, conference proposals, and manuscripts.

Keywords

High School Education
Instructional Activities and Practices
Teacher Education-Preservice
Teacher Education-Inservice/Professional Development

Authors

Courtney K. Baker, George Mason University;
Margret Hjalmarson, George Mason University;
Melinda Knapp, Oregon State University - Cascades;
Nicole Rigelman, Portland State University;
Pam Bailey, Mary Baldwin University;
Maggie McGatha, University of Louisville

Description

This working group will discuss mathematics teacher leaders (MTLs) and their professional development. MTLs are school-based, teacher leaders who are responsible for supporting other teachers. MTLs lead professional development, coach other teachers, and work on school-level mathematics initiatives. Understanding their role and their professional development needs is still emerging. Many programs focus on developing their mathematical content knowledge for teaching, but MTLs also need to learn about curriculum, assessment, pedagogy, and leadership for school change. This working group will discuss existing tools and resources for documenting the work and development of MTLs as part of a research agenda.

Keywords

Teacher Education-Inservice/Professional Development
Instructional Activities and Practices
Affect, Emotions, Beliefs and Attitudes
Design Experiments

Authors

Yan Ping Xin, Purdue University;
Helen Thouless, University of Cumbria;
Ron Tzur, University of Colorado Denver;
Robyn Ruttenberg, York University

Description

This working group was formed to create collaborative opportunities for researchers/practitioners from math and special education, with an intention to move forward the teaching and learning of mathematics involving students with learning disabilities/difficulties in mathematics (LDM). This working group is rooted in following premises: (1) students with LDM are capable of and need to develop conceptual understanding of mathematics, and (2) special education instruction needs to transition toward this focus. Participants will (a) continue to develop and refine collaborative research agenda for the group, (b) brainstorm specific research questions that will address that agenda, and (c) continue the dissemination effort.

Keywords

Instructional Activities and Practices
Learning Trajectories (or Progressions)
Mathematical Knowledge for Teaching
Equity and Diversity

Authors

Jennifer Suh, George Mason University;
Padmanabhan Seshaiyer, George Mason University;
Kathleen Matson, George Mason University;
Rachel Levy, Harvey Mudd College;
Mary Alice Carlson, Montana State University;
Beth Burroughs, Montana State University;
Megan H. Wickstrom, Montana State University;
Spencer Jamieson, Fairfax County Public School;
Gabriela Gamiz, Harvey Mudd College

Description

This working group will engage PMENA members to consider ways in which early introduction to mathematical modeling can promote 21st century skills such as critical thinking, creativity, collaboration and communication. In particular, we will gather interested individuals to deepen our understanding of the learning progression of mathematical modeling that can connect elementary to secondary mathematics education. Second, we will discuss efforts to design and implement professional development that introduces elementary and secondary teachers to mathematical modeling. Finally, based on the interests of the participants, we will devote work time to finding synergistic collaborative topics to pursue for future research and practice.

Keywords

Modeling
Mathematical Knowledge for Teaching
Elementary School Education
Teacher Education-Inservice/Professional Development

Authors

Jeff Shih, University of Nevada, Las Vegas;
Jonathan David Bostic, Bowling Green State University;
Michele Carney, Boise State University;
Erin Krupa, Montclair State University

Description

The purpose of this working group is to continue to bring together scholars with an interest in examining the use of and access to large-scale quantitative tools used to measure student- and teacher-related outcomes in mathematics education. The working group session will focus on (1) updating the workgroup on the progress made since the first working group at PME-NA in Tucson, Arizona, (2) continued development of a document of available tools and their associated validity evidence, and (3) identification of potential follow-up activities to continue this work.

Keywords

Measurement
Research Methods
Assessment and Evaluation

Authors

Jeffrey E Choppin, University of Rochester;
Julie Amador, University of Idaho;
Cynthia Carson, University of Rochester;
Cindy Callard, University of Rochester

Description

This working group will consider design and research methodologies related to teacher learning in online professional development. Given recent technological advances and demands to support teachers in various contexts, we contend that researching and understanding these online models is important for the broader field of mathematics education. As a result, the proposed discussion group will combine whole-group and subgroup time to converse about: (a) the challenges of designing and sustaining online professional learning experiences, (b) research tools, methods, and analyses, (c) the connections among different projects and studies, and (d) future collaborations and research.

Keywords

Teacher Education-Inservice/Professional Development
Research Methods
Learning Theories

Category: Theoretical

Authors

Katherine Elizabeth Lewis, University of Washington;
James Sheldon, University of Arizona;
Kai Rands, None;
Jessica Heather Hunt, North Carolina State University;
Paulo Tan, University of Tulsa;
Rachel Lambert, Chapman University

Description

Research on mathematics and disabilities traditionally has been conducted within a special education paradigm, which often implicitly or explicitly adopts a deficit model of the learner. The deficit model locates the “problem” within the individual student rather than in the social, discursive, political, or structural context. Our working group is composed of researchers and educators who draw upon critical theories, such as Disability Studies in Education, Critical Race Theory, and DisCrit, in order to offer an alternative vision of mathematics education based around a different conceptualization of disability and learning differences.

Keywords

Equity and Diversity
Classroom Discourse
Instructional Activities and Practices

Authors

Kimberly Ann Groshong, The Ohio State University;
Joo Young Park, Florida Institute of Technology

Description

This working group is in its third year of exploring the specialized knowledge secondary teachers need to foster mathematical modeling abilities in students. A task analysis framework applying openness, authenticity, and complexity operational definitions set mathematical modeling tasks apart from other tasks and identified 3 types of knowledge needed by teachers – mathematical, modeling, and pedagogical knowledge, which form the basis for a mathematical modeling knowledge for teaching (MMKT) framework. We will focus on (1) determining the knowledge teachers exhibit when working with different types of mathematical models, e.g. analytical and descriptive, and (2) clearly defining features of these knowledge categories.

Keywords

Modeling
Teacher Knowledge
Teacher Education-Inservice/Professional Development

Authors

Gregory Larnell, University of Illinois at Chicago;
Jennifer Langer-Osuna, Stanford University;
Joel Amidon, University of Mississippi

Description

This working group has a dual focus on issues of mathematics teaching and learning and issues of equity and diversity. This year the focus of the working group is resetting and reestablishing the purpose of this group and supporting the development of new directions for equity-oriented research working groups. The sessions will focus on regrouping attendees interested in equity, generating and brainstorming new subtopics and potential projects, and working to establish standalone working groups dedicated to furthering research on equity. The purpose of this resetting is to encourage a move away from “big-tent” equity thinking and toward more productive working collectives.

Keywords

Equity and Diversity

Authors

AnnaMarie Conner, University of Goergia;
Karl W Kosko, Kent State University;
Megan Staples, University of Connecticut;
Michelle Cirillo, University of Delaware;
Jill Newton, Purdue University;
Kristen Bieda, Michigan State University

Description

Working group leaders aim to facilitate discussions and collaborations among researchers and to advance our collective understanding and conveyed use of argumentation, justification and proof, particularly the relationships among these important mathematical constructs. The 2017 working group sessions will provide continued opportunities for participants to discuss existing definitions and descriptions, with increased focus on how these definitions and descriptions are used by researchers and practitioners within particular contexts and applications. Participants will examine data sources through a variety of lenses as a means to investigate the use of particular conceptualizations and discuss the implications of such use.

Keywords

Reasoning and Proof
Advanced Mathematical Thinking

Authors

Mitchell Nathan, University of Wisconsin - Madison;
Caro Williams-Pierce, University at Albany, SUNY;
Dor Abrahamson, UC Berkeley;
Erin Ottmar, Worcester Polytechnic Institute;
David Landy, Indiana University;
Carmen Smith, University of Vermont;
Candace Walkington, Southern Methodist University;
David DeLiema, University of California, Berkeley;
Hortensia Soto–Johnson, University of Northern Colorado;
Martha Alibali, University of Wisconsin-Madison;
Rebecca Boncoddo, Central Connecticut State University

Description

Embodied cognition is growing in theoretical importance and as a driving set of design principles for curriculum activities and technology innovations for mathematics education. The central aim of our Working Group is to attract engaged and inspired colleagues into a growing community of discourse around theoretical, technological, and methodological developments for advancing the study of embodied cognition for mathematics education. A thriving, informed, and interconnected community of scholars organized around embodied mathematical cognition will broaden the range of activities, practices, and emerging technologies that count as mathematical. EMIC builds upon our previous working groups with a focus on examining mathematical collaboration.

Keywords

Classroom Discourse
Cognition
Informal Educational
Learning Theories

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