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Reflections on Mathematics Learning Environments and Instructional Goals
Sun, April 16, 9:50 to 11:20am CDT (9:50 to 11:20am CDT), Swissôtel Chicago, Floor: Lucerne Level, Alpine IISession Type: Paper Session
Abstract
This set of papers explores math learning environments and teacher practice. One set of papers reports on teachers' experiences during Covid, instructional alignment across Calculus courses, and uses of technology. The second set of papers shifts to the student perspective to report on effects of student discourse on content learning and a framework for student financial literacy.
Sub Unit
Chair
Papers
Classroom Student Discussion Practices and Early Math Learning: Effects and Equity - Yixiao Dong, University of Denver; Douglas H. Clements, University of Denver; Crystal A Day-Hess, University of Denver; Dale C. Farran, Vanderbilt University; Kelley Durkin, Vanderbilt University; Julie Sarama, University of Denver
Insights Gained for Online and In-Person Teaching During a COVID-19 Shift to Synchronous Online Mathematics Education Courses - Lynda R. Wiest, University of Nevada - Reno; Teruni D. Lamberg, University of Nevada - Reno
Introductory Calculus Goals and Instruction as Described by Secondary and Postsecondary Instructors - Amanda Mohammad Mirzaei, University of Delaware
A Systematic Review on Mathematics Education and Technology - Eunhye Flavin, Stonehill College; Sunghwan Hwang, Seoul National University of Education
Framing Financial Identity in Education - Jack Marley-Payne, Financial Life Cycle Education Corp.; Whitney Johnson, Morgan State University; Sarah Elizabeth Sword, Education Development Center, Inc.