In Event: Poster Session 11

Division C - Learning and Instruction / Section 3: Mathematics

Development, Validation, and Implementation of the Elementary Mathematics Motivation Inventory - Sandra Mammano Linder, Clemson University; Julie Brockman Smart, Presbyterian College

Mathematical Problem Solving, Mathematics Anxiety, and Preservice Elementary School Teachers in a Mathematics Methods Course - Maria Lorelei Fernandez, Florida International University; Leslie Nisbet, Florida International University

Mathematics Teachers Discussing Engaging English Learners in Mathematical Problem Solving and Language-Based Instructional Supports - Johannah Nikula, Education Development Center, Inc.; Mark J. Driscoll, Education Development Center, Inc.; Rachel E. Wing DiMatteo, Education Development Center, Inc.; Maria Teresa Sanchez, Education Development Center, Inc.; Peter Tierney-Fife, Education Development Center, Inc.

Student Learning Heterogeneity in School Mathematics: A Comparison of Methods - Malcolm Cunningham, University of Toronto

Subject Matter Knowledge and Instructional Processes: What Is the Connection With Regard to Teaching Algebraic Concepts? - Bobby Ojose, University of Redlands

Teacher Knowledge and Its Influence on Student Learning: Teaching Place Value Concepts to First-Grade Romanian Students - Madalina F. Tanase, University of North Florida

Teachers’ Notions of Facilitating Mathematical Discussion and the Influence of Professional Obligations for Mathematics Teaching - Karl Wesley Kosko, Kent State University; Patricio G. Herbst, University of Michigan - Ann Arbor

We're Number One! Examining High School Mathematics Teachers' Prioritizations of Algebra Standards - Megan Westwood Taylor, Sonoma State University

Improving Mathematical Learning Outcomes Through Automatic Reassessment and Relearning - Neil T. Heffernan, Worcester Polytechnic Institute; Cristina L. Heffernan, University of Pittsburgh; Kevin Dietz, University of Illinois at Chicago; Deena Soffer Goldstein, University of Illinois at Chicago; James W. Pellegrino, University of Illinois at Chicago; Susan R. Goldman, University of Illinois at Chicago; Matthew Dailey, Worcester Polytechnic Institute