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Student Learning, Reasoning, and Understanding in Mathematics Education
Fri, April 10, 11:45am to 1:15pm PDT (11:45am to 1:15pm PDT), Westin Bonaventure, Floor: Level 3, AvalonSession Type: Paper Session
Abstract
This session explores how students engage with mathematics by studying their noticing patterns, cognitive processes, and problem-posing. These studies highlight the interplay between cognitive processes, technological tools, and instructional design in shaping how students learn mathematics. Findings offer implications for supporting deeper learning and more productive engagement in mathematics classrooms.
Sub Unit
Chair
Papers
An Attentional Choice that Benefits Math Learning: Spontaneously Attending to Relations in Non-Mathematical Settings - Hongyang Zhao, University of California - Irvine; Ella Rose, University of California - Irvine; Ebrar Aslaner, Bogazici University; Maryam Cheraghi, University of California, Irvine; Lindsey E. Richland, University of California - Irvine
Cognitive Disequilibrium: The Role of Generative AI in Student Problem Solving - Katya Hernández Holliday, San Diego State University & University of California, San Diego; Lily Sawi, San Diego State University; Victoria L. Delaney, San Diego State University; Sunday Stein, San Diego State University
Differential Effect of Prompts on Students’ Posed Mathematical Problems and Unexpected Responses - Hua Ran, Jiangnan University; Jinfa Cai, University of Delaware; Stephen Hwang, University of Delaware
Global Processing in Subitizing: Eye-Tracking Analysis of High and Low Achievers’ Fixation Patterns - Mona E. Holmqvist, Lund University; Catarina Wästerlid, Kristianstad University
Leveraging Technology to Improve Second Graders' Understanding of Equivalence - Vivian Hsu, WestEd; Anna N. Bartel, WestEd; Jacklyn Powers, WestEd; Amy Lynn Miyahara, University of Notre Dame; Drew Barrett, WestEd; Jodi Davenport, WestEd; Yvonne Kao, WestEd; Nicole M. McNeil, University of Notre Dame