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Supporting Positive Mathematical Affect Through Instruction and Informal Learning
Wed, April 8, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Gold Level, Gold 3Session Type: Roundtable Session
Sub Unit
Chair
Papers
Effects of Active Breaks on Mathematics Anxiety: A Multisite RCT - Valeria Di Martino, University of Palermo; Rosa Bellacicco, University of Turin; Clarissa Sorrentino, University of Salento
From Belief to Intention: Why Math Students May Not Make Plans to Learn from Mistakes - Jerry Nelluvelil, Harvard University; Jon R. Star, Harvard University
Supports for De-tracked Mathematics Instruction: Seventh Grade Students’ Descriptions of “Good at Math” - Jennifer L. Ruef, University of Oregon; J. Chris Willingham, James Madison University; Zoë Constantine, University of Oregon
The Effects of Creating Versus Experiencing Math Walks Stops in Informal Learning Settings - Candace A. Walkington, Southern Methodist University; Anthony J. Petrosino, Southern Methodist University; Jennifer D. Sayed, Southern Methodist University; Saki L. Milton, Southern Methodist University; Safia Khan, Southern Methodist University; Eric Desjardins, Southern Methodist University; Theodora Beauchamp, Southern Methodist University; Mary Cabanas, Southern Methodist University; Elizabeth Stringer, Southern Methodist University