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Examining Problem-Posing, Measurement, Visualization, and Objectivity in Mathematics
Thu, May 4, 9:45 to 11:15am CDT (9:45 to 11:15am CDT), SIG Virtual Rooms, Research in Mathematics Education SIG Virtual Paper RoomSession Type: Virtual Paper Session
Abstract
This set of papers explores trajectories for learning mathematical practices such as problem-posing, spatial visualization, geometric measurement, and working with mathematical properties. Objective truth is contrasted with the notion of multiple truths in mathematics.
Sub Unit
Chair
Papers
A Quantitative Assessment Model of Interdisciplinary Problem-Posing in Mathematics and Physics - David Miedijensky, Shaanan Teachers College; Shirley Miedijensky, Oranim Academic College of Education
Empirical Validation of a Hypothetical Learning Progression for Geometrical Measurement - Sarah Wellberg, University of Colorado - Boulder; Kyla McClure, University of Colorado - Boulder; Derek C. Briggs, University of Colorado - Boulder
A Single Truth as a Myth: A Tangible Case From Natural Language Processing - Heejoo Suh, Hongik University
The Relationship Between Spatial Visualization and Mathematical Creativity - Ali Bicer, University of Wyoming
K–2 Early Algebra Students' Understanding of the Commutative Property of Addition - Yewon Sung, California State University - San Bernardino; Ana C. Stephens, University of Wisconsin - Madison; Maria Blanton, TERC; Angela Gardiner, Tahoe Environmental Research Center; Eric J. Knuth, National Science Foundation; Rena Stroud, Merrimack College