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Session Type: Roundtable Session
When Classroom Instruction Predicts Students' Learning of Early Algebra: A Cross-Cultural Opportunity-Propensity Analysis - Meixia Ding, Temple University; James P. Byrnes, Temple University; Eli Barnett, Temple University; Ryan Hassler, Pennsylvania State University - Berks
Examining the Impact of Signaling Cues and Self-Explanations on Algebraic Knowledge and Learning - Dana Miller-Cotto, University of Pittsburgh; Christina Barbieri, University of Delaware; Julie L. Booth, Temple University
Effects of Encouraging Comparison and Explanation of Multiple Strategies on Instructional Practices in Algebra Classrooms - Kelley Durkin, Vanderbilt University; Abbey M. Loehr, Washington University in St. Louis; Bethany Rittle-Johnson, Vanderbilt University; Jon R. Star, Harvard University
Student Insights Into Algebraic Notation in Working With Multiple Representation Tasks - Katharine B. Sawrey, Tufts University