Division C - Learning and Instruction / Division C - Section 1c: Mathematics

Rick Alan Hudson, University of Southern Indiana

A Preliminary Discourse Analysis of Constructivist-Oriented Mathematics Instruction for Students With Learning Disabilities - Yan Ping Xin, Purdue University; Ron Tzur, University of Colorado - Denver; Joo Young Park, Purdue University; Xiaojun Ma; Xuan Yang, Purdue University; Luo Si, Purdue University

Benefits of Student Participation in Elementary Mathematics Classrooms: Only for High-Ability Students? - Marsha M. Ing, University of California - Riverside; Noreen M. Webb, University of California - Los Angeles; Megan L. Franke, University of California - Los Angeles; Angela Chan Turrou, University of California - Los Angeles

Examining the Sustainability of Schema-Based Instruction in Students' Proportional Problem-Solving Performance - Asha K. Jitendra, University of Minnesota; Michael R. Harwell, University of Minnesota; Danielle Nicole Dupuis, CAREI - University of Minnesota; Stacy R. Karl, University of Minnesota; Amy Lein, University of Minnesota; Gregory Simonson, University of Minnesota; Susan Slater, University of Minnesota

The Effectiveness of AlgebraByExample: Evidence From a Yearlong Randomized Controlled Trial - Julie L. Booth, Temple University; Laura A. Cooper, Research for Better Teaching; Suzanne Donovan, SERP Institute; Alexandra Huyghe, Strategic Education Research Partnership; Kenneth R. Koedinger, Carnegie Mellon University; Juliana Pare-Blagoev, The George Washington University

Tracing the Naturalization of a Learning Progression–Oriented Assessment System in a Teacher Community - Min-Joung Kim, Louisiana State University; Richard Lehrer, Vanderbilt University