In Event: Poster Session 18

SIG-Research in Mathematics Education

Getting to “Why?”: Teacher Practices That Support Mathematically Sound Student Justifications in Middle Grades Classrooms - Megan E. Staples, University of Connecticut; Briana Hennessy, University of Connecticut

Teacher Variables Associated With Teachers’ Beliefs and Awareness of Their Students’ Mathematics Dispositions - Lawrence M. Clark, University of Maryland; Jill Neumayer-DePiper, University of Maryland - College Park; Toya Jones Frank, University of Maryland - College Park; Patricia F. Campbell, University of Maryland; Masako Nishio, University of Maryland - College Park; Toni M. Smith, American Institutes for Research; Darcy Conant, University of Maryland - College Park; Amber Rust, Anne Arundel Community College; Matthew J. Griffin, University of Maryland

Teachers’ Feelings of Preparedness to Teach Mathematics, Instructional Time, and Student Achievement - Jill L. Adelson, University of Louisville; Timothy Michael Sauer, University of Louisville; Tim Truitt, University of Louisville

Using Teachers’ Analyses of Teaching to Measure Usable Knowledge for Teaching Ratios, Proportions, Variables, Expressions, Equations - Nicole B. Kersting, The University of Arizona; Taliesin Sutton, The University of Arizona; Crystal Bartel, The University of Arizona; Kathleen Jablon Stoehr, Santa Clara University; Saeideh Heshmati, The University of Arizona; Guadalupe Lozano, The University of Arizona; James W. Stigler, University of California - Los Angeles