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Session Type: Paper Session
This session explores innovative strategies to enhance mathematics education across diverse student populations and contexts. Presentations examine the influence of family characteristics on math intervention effectiveness; teaching interdisciplinary statistical collaboration through communities of practice; implementing de-streamed mathematics curriculum in Ontario; and the impact of home language instruction and educational technology on Ghanaian students' math performance. These studies highlight the importance of socioeconomic factors, culturally responsive teaching, supportive learning environments, and innovative pedagogical approaches in promoting equitable and effective mathematics education. The session offers insights into creating inclusive, engaging, and successful math learning experiences for all students, with implications for policy, practice, and future research in mathematics education across various cultural and educational settings.
Implementing the Thinking Classrooms Approach to Enhance Grade 9 Destreamed Mathematics Curriculum Delivery - Zian Zhang, University of Toronto - OISE
Boosting Young Adolescents’ Mathematics Performance: School Climate, Parental Involvement, and Teacher Support - Shakeena King, University of Maryland; Yejun Bae, Appalachian State University
“Felt Like My Brother Teaching Me Maths”: Success in Mathematics Using Home Languages and Technology - Kafayat Amoke Adesina, Clemson University; Akua Asantewaa Campbell, University of Ghana; Edwin Nii Bonney, Clemson University; Millicent Okaijah, University of Ghana; Francis Agyemang Prempeh, University of Ghana
Teaching Statistical Collaboration via a Community of Practice - Jessica Alzen, University of Colorado - Boulder; Eric Vance, University of Colorado - Boulder
Is the Effectiveness of Mathematics Interventions Moderated by Students' Family Background? - Lisa Charlotte Benckwitz, Leibniz Institute for Science and Mathematics Education; Katharina Asbury, Leibniz Institute for Science and Mathematics Education; Karin Guill, Leibniz Institute for Science and Mathematics Education; Anna Hilz, Leibniz Institute for Science and Mathematics Education; Bastian Carstensen, Leibniz Institute for Science and Mathematics Education