In Event: 35.083 - Poster Session 7

SIG-Research in Mathematics Education

27. A Survey of Teachers' Beliefs About Statistics and Their Relationship to Teachers' Resources - Travis Weiland, University of Massachusetts - Dartmouth

28. Analyzing Coherence of Teachers' Knowledge Relating Fractions and Ratios - Travis Weiland, University of Massachusetts - Dartmouth; Gal Gili Nagar, University of Massachusetts - Dartmouth; James P. Burke, University of Massachusetts - Dartmouth; Chandra H. Orrill, University of Massachusetts - Dartmouth

29. Changes of Mathematics Teachers' Construction of Patterns of Variation and Invariance Between Examples, as a Function of Participation in Collegial Learning - Angelika Kullberg, University of Gothenburg; Ulla Runesson, University of Jönköping, Sweden

30. Characteristics of Classroom Representation Use by Novice Secondary Mathematics Teachers - Mary Kathleen Heid, The Pennsylvania State University; Younhee Lee, The Pennsylvania State University; Ashley Jairam, The Pennsylvania State University

31. Delving Into the Pieces: Drawing Connections Between Different Domains of Mathematical Knowledge for Teaching - Dionne Indera Cross Francis, Indiana University; Mi Yeon Lee, Arizona State University; Zulfiye Zeybek; Olufunke Adefope

32. Epistemic Network Analysis as a Tool for Exploring Teachers' Understanding of Similarity and Proportion - Timothy Marum, University of Massachusetts - Dartmouth; Chandra H. Orrill, University of Massachusetts - Dartmouth; James P. Burke, University of Massachusetts - Dartmouth

33. Implementing Common Core State Standards for Mathematics in the Classrooms - Richard T. Houang, Michigan State University; William H. Schmidt, Michigan State University; Leland S. Cogan, Michigan State University; Siwen Guo, Michigan State University

34. Lessons Learned From Mentoring and Partnerships for Women in Research in Undergraduate Mathematics Education - Megan Wawro, Virginia Polytechnic Institute and State University; Jessica Ellis, Colorado State University - Fort Collins; Hortensia Soto-Johnson, University of Northern Colorado

35. Observing Teachers: Comparing Mathematics Pedagogies Between Quebec Francophone and Anglophone and New Brunswick Francophone Teachers - Dominic Manuel, University of Alberta; Annie Savard, McGill University; David A. Reid, Universität Bremen

36. Reasoning and Proving Opportunities in Textbooks: A Comparative Analysis - Dae S. Hong, University of Iowa; Kyong Mi Choi, University of Iowa

37. Teachers' Understanding of Ratios and Their Connections to Fractions - Gal Gili Nagar, University of Massachusetts - Dartmouth; Travis Weiland, University of Massachusetts - Dartmouth; Chandra H. Orrill, University of Massachusetts - Dartmouth; James P. Burke, University of Massachusetts - Dartmouth

38. Preservice Teachers' Free and Structured Mathematical Problem Posing: An Exploratory Study - Steven Silber, University of Delaware

39. The Impact of Multiple Representations on Students' Understanding of Fraction, Decimal, and Percent: A Mixed-Methods Approach - SunYoung Han, Sungkyunkwan University; Raymond Flores, Texas Tech University; Fethi A. Inan, Texas Tech University

40. Transitioning From Teacher Preparation Into Teaching: Graduates' Professional Visions for Teaching Elementary School Mathematics - Amanda Jansen, University of Delaware; Heather Gallivan, University of Northern Iowa; Emily Miller, University of Delaware

41. Turning Schools Into a Springboard for Underprivileged Ninth Graders: Examining Academic Resilience in Mathematics Using the High School Longitudinal Study (2009) Data - Zhaomin He, The University of Texas - Tyler