Are you a teacher wondering how to champion mathematics education research in your practice? Consider participating in any or all of the following Wednesday Research Conference sessions. These sessions offer content relevant to practicing teachers looking to learn more about improving practice with research.
Session 106-Constructing Arguments: What Students in Grades 2-5 Can Do
Wednesday, 8:30am-9:45am
Commonwealth Ballroom C
Speakers: Traci Higgins, Susan Jo Russell, and Deborah Schifter.
Participants will view video clips of structured interviews with elementary students and consider how different learners productively engage in justifying claims and constructing arguments grounded in representation. We will examine how this work connects to common core mathematics practices 3, 6, 7, and 8.
Session 111-Interactive Paper Session on Linking Research and Practice
Wednesday, 8:30am-9:45am
Otis
Presider: Michelle Stephan
- Noticing the Other and the Other Noticing: Estimation in a Bilingual Classroom, with Higinio Dominguez and Melissa Adams
- Standards for Mathematical Practice and Multidimensional Mathematics Teaching, with Robert Q. Berry and Mark Ellis
- How Partnerships with Teachers are Core to Linking Research and Practice, with Nicole L. Fonger
Session 113.1-Turning the Common Core into Reality in Every Math Classroom
Wednesday, 10:15-11:15am
Grand Ballroom A/B
Speakers: Deborah Loewenberg Ball, Danny B. Martin, Dan Meyer, and Steven Leinwand
With the release of Principles to Action, NCTM has undertaken a major initiative to define and describe specific teaching practices that are essential for high-quality mathematics education for all students. In addition, NCTM has identified strategic priorities to guide its work (i.e., access and equity; advocacy; curriculum, instruction, and assessment; professional development; research; and technology). In this plenary session, the panel will respond to the Principles to Action publication and make recommendations for moving research forward from their diverse perspectives.
Session 118-Dimensions of Curricular Noticing
Wednesday, 12:30pm-1:00pm
Webster
Speakers: Julie Amador, Darrell Earnest, Lorraine M. Males, and Leslie Dietiker
This report uses data from four projects to highlight aspects of curricular noticing, which theorizes how teachers make sense of the complexity of curricular materials. We will engage participants in considering how curricular noticing may support mathematics teacher educators in supporting preservice teachers’ engagement with curricular materials.
Session 127-Interactive Paper Session
Wednesday, 1:15pm-2:30pm
Webster
Presider: Joel Amidon
- First Grade Students' Use of Tables as They Explore Functional Relations, with Barbara M. Brizuela, Angela Gardiner, Katharine B. Sawrey, Ashley Newman-Owens, and Maria Blanton
- Teacher Responses to Students' Informal Methods of Countable Subtraction, with Kristi Hanby and Paricio G. Herbst
- Promoting Preschool Children's Math Learning Through Technology Integration, with Phil J. Vahey, Ashley Lewis-Presser, and Deborah Rosenfeld
Session 135-Examining Coaches' Role in School-Wide Instructional Improvement
Wednesday, 2:45-3:15pm
Grand Ballroom C
Speaker: Lynsey Gibbons
How are strong school-wide professional communities created? This session proposes an empirically grounded theory of action for mathematics coaching in which coaches design ongoing opportunities for collective learning across a school, creating communities that continually strive to improve math instruction and student learning opportunities.
Session 144-Beyond Numbers: Evaluating Novices' Orientations to Teaching Mathematics
Wednesday, 3:30-4:00pm
Grand Ballroom A/B
Speakers: William C. Zahner and Suzanne H. Chapin
A survey with classroom vignettes was developed and used to evaluate novice teachers' orientation to teaching mathematics. 52 teachers from traditional and alternative preparation programs at one university were surveyed. Response patterns reveal opportunities for preparing teachers to engage in productive teaching practices in high need schools.