In Event: Roundtable Session 27

Division C - Learning and Instruction / Section 1c: Mathematics

Jennifer Dawn Cribbs, Western Kentucky University

Differentiating the Influence of Procedural and Conceptual Knowledge of Fractions on Mathematical Self-Concept - Jonna La Joy, University of California - Santa Barbara; John Jirair Jabagchourian, San José State University

Evaluating the Mathematics Interest Inventory Using Item Response Theory: Differential Item Functioning Across Ethnicities - Tianlan Wei, Mississippi State University; Steven Randall Chesnut, University of Southern Mississippi; Lucy Barnard-Brak, Texas Tech University; Tara Stevens, Texas Tech University; Arturo Olivarez, The University of Texas - El Paso

Instructional Tasks of High-Cognitive Demands Improve Affective Attitudes Toward Learning Mathematics in Chinese Fifth-Grade Students - Yujing Ni, Chinese University of Hong Kong; Jinfa Cai, University of Delaware; Dehui Zhou, Hong Kong Shue Yan University

The Influence of High School Teachers’ Instructional Practices on Students’ Mathematics Identity - Jennifer Dawn Cribbs, Western Kentucky University; Zahra Hazari, Florida International University; Philip M. Sadler, Harvard University; Gerhard Sonnert, Harvard University

The Usefulness of Mathematics: Individual Versus Group Conceptions of Utility in Mathematics Education - Tracy Dobie, Northwestern University