Cheng-Yao Lin, Southern Illinois University

Examining the Effectiveness of a 3-D Mathematics Game: A Structure Equation Model - Haiyan Bai, University of Central Florida; Wei Pan, Duke University; Atsusi Hirumi, University of Central Florida

Graduate Assistants’ Perspective as Student Avatars in a Simulation of Teaching Algebra for Diverse Learners - Tingting Ma, Texas A&M University; Irving A. Brown, Texas A&M University; Chance W. Lewis, University of North Carolina - Charlotte; G Donald Allen, Texas A&M University - College Station; Trina J. Davis, Texas A&M University - College Station; Gerald Kulm, Texas A&M University

The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis - Alan Cheung, The Chinese University of Hong Kong; Robert Slavin, Johns Hopkins University

Egan J. Chernoff, University of Saskatchewan

Effects of Reading Practices in and Out of School on Mathematics Achievement: A Comparative Study Using PISA (Programme for International Student Assessment) 2009 Data - Simon Kim, California State University - Long Beach; Seon-Hi Shin, Seoul National University; Bong-Ju Yi, Korea Institute for Curriculum and Evaluation

Learning and Affect: A Comparison of Two Approaches to Teaching Elementary Data and Statistics - Noel D. Enyedy, University of California - Los Angeles; Tesha Sengupta Irving, University of California - Irvine; Christine Brigid Malsbary, University of California - Los Angeles; Elizabeth Horst Redman, University of California - Los Angeles

Reform and Traditional Instructional Effects on African and Caucasian Americans’ Mathematics Achievements Using 2007 Trends in International Mathematics and Science Study (TIMSS) - Qiang (Andy) Cheng, The University of Mississippi; Jian Wang, University of Nevada - Las Vegas; Emily Lin, University of Nevada - Las Vegas; Qingmin Shi, University of Nevada - Las Vegas

Small-Group Learning Versus Lecture-Based Instruction in Mathematics College Classrooms: A Meta-Analysis - Rafa M. Kasim, No affiliation; Sema A. Kalaian, Eastern Michigan University

Karen D. King, National Council of Teachers of Mathematics

Overview of Issues in Curricular-Based Urban Mathematics Education Reform - Karen D. King, National Council of Teachers of Mathematics

Relationship Between School and District Supports for Adopting an Inquiry-Oriented Curriculum and Change in the Quality of Teaching - Thomas M. Smith, Vanderbilt University; Rebecca Anne Schmidt, Vanderbilt University; Daniel Berebitsky, Vanderbilt University; Anne Garrison, Vanderbilt University; Adrian Mohamed Larbi-Cherif, Vanderbilt University; Paul A. Cobb, Vanderbilt University

Exploring Relationships Among Use of Standards-Based Instructional Materials in Mathematics, Cognitive Demand, Alignment, and Student Achievement in an Urban District - Karen D. King, National Council of Teachers of Mathematics; Monica B. Mitchell, MERAssociates; Jessica Tybursky, New York University; Robert J. Tobias, New York University; Ognjen Simic, New York University; Candace Barriteau Phaire, New York University

Sandra M. Crespo, Michigan State University

Embodiment Theory and Mathematics Education Research - Laurie D. Edwards, Saint Mary's College of California

Mathematics Teachers Discussing Urban Students in Professional Development Meetings - Andrew Haiwen Chu, WestEd

Relational Interactions in Mathematics Classrooms and Their Relationship With Instructional Quality - Dan Battey, Rutgers University; Rebecca A. Neal, Arizona State University

Strategies That Support Mathematical Discourse in the Elementary Classroom - Karen M. Higgins, Oregon State University; Barbara Lynn Blanke, California Polytechnic State University, San Luis Obispo

Richard A. Duschl, The Pennsylvania State University

A Representation Construction Pedagogy for Learning Science - Russell W. Tytler, Deakin University; Peter Hubber, Deakin University

Organizing Purposes to Support Students’ Semiosis and Science Learning - Per-Olof Wickman, Stockholm University; Annie-Maj Johansson, Stockholm University

Explaining Newton’s Laws of Motion: Using Student Reasoning Through Representations to Develop Conceptual Understanding - Bruce G. Waldrip, Monash University; Vaughan Prain, La Trobe University