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Supporting Teachers and Researchers in Mathematics Education (Table 9)
Thu, April 13, 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 session brings together scholarship on supporting mathematics teachers in various ways. Two papers focus on teachers learning to notice students' mathematical thinking and opportunities to learn. Two additional papers focus on mathematics teachers learning to generalize, reason, and prove. The final paper explores ways to support collaborations across mathematics education researchers.
Sub Unit
Chair
Papers
Mathematics Teachers' Noticing of Students' Mathematical Thinking in Four Learning Areas: Algebra, Statistics, Geometry, Numbers - Aslıhan Batur, Artvin Coruh University; Bülent Güven; Adnan Baki
Mathematical Generalizing: Communities of Preservice Teachers - Paul J. Weinberg, Oakland University
Prospective Teachers' Perceptions of Mathematics Learners and Attention to and Interpretations of Opportunities to Learn - Lorraine Marie Males, University of Nebraska - Lincoln; Kelsey Isla Quaisley, University of Nebraska - Lincoln; Scott Block, University of Nebraska - Lincoln
Understanding Beginning Teachers' Transition From University to Supervised Internship: Implementing Opportunities for Reasoning and Proving - Merav Weingarden, University of New Hampshire; Orly Buchbinder, University of New Hampshire
Practices That Support Mathematics Education Researchers' Work in Interdisciplinary Collaborations - William S. Walker, Purdue University; Elizabeth Suazo-Flores, University of North Dakota; Signe E. Kastberg, Purdue University; Mahtob Aqazade, Texas A&M University - Corpus Christi; Hanan Alyami, Purdue University - Fort Wayne