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Supporting Students' Mathematics Learning and Identities From Pre-K Through College (Table 16)
Fri, April 14, 9:50 to 11:20am CDT (9:50 to 11:20am CDT), Sheraton Grand Chicago Riverwalk, Floor: Level 4, Sheraton Ballroom IV and VSession Type: Roundtable Session
Abstract
This set of papers examines different ways to support students' math learning, across the grade bands, through mastery-grading, with instructional questioning practices, and math language routines (particularly for emerging bilingual students). Teachers' decision-making around assessment is also explored.
Sub Unit
Chair
Papers
Investigating Teacher Perceptions of Supporting Learners From Elementary School to High School Math - Douglas E. McDougall, University of Toronto; Rachael Lewitzky, University of Toronto; Sofia Ferreyro Mazieres, Wilfrid Laurier University; Chelsie Leger, Toronto District School BoardÂ
Mastery-Based Grading With Co-Construction of an Open Textbook Solution Manual in Undergraduate Mathematics - Joel Wiebe, University of Toronto; Xinli Wang, University of Manitoba; James D. Slotta, University of Toronto
To Test or Not to Test? How Assessments Informed Teacher Decision Making in Elementary Mathematics - Rosa Chavez, Texas Tech University
Number Talks Evidence Correlations Between Teachers' Use of Questions and Students' Agency - Beth Loveday MacDonald, Illinois State University; Hilary Tanck, High Point University
Math I Teachers' Use of Mathematics Language Routines Across Two Years - Sarah Ann Roberts, University of California - Santa Barbara; Jamie Pillsbury-Fischler, University of California - Santa Barbara; Cameron Dexter Torti, University of California - Santa Barbara; Julie Bianchini, University of California - Santa Barbara