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Fostering Learning: Relationships With Teachers, Mathematics, and Challenging Tasks
Fri, April 22, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Manchester Grand Hyatt, Floor: 2nd Level, Harbor Tower, Harbor Ballroom BSession Type: Paper Session
Abstract
This session explores possibilities for mathematics learning to be expansive and support flourishing relations and identities. The papers illustrate factors that deepen and/or constrain learners’ relations with the domain.
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Chair
Papers
The Association Between Teacher-Student Relationship and Mathematics Achievement in the Chinese Context: A Serial-Mediation Model - Lu Hong, University of Hong Kong
Middle School Students' Personifications of Mathematics - Clara Marie Stilwell, George Fox University; Nicole Wessman-Enzinger, George Fox University
Creating New Mathematical Possibility: Types of Student Actions With Creative Potential - Meghan Riling, Boston University
How Productive Is the Productive Struggle? Lessons Learned From a Scoping Review - Miriam Marie Sanders, Texas A&M University; Danielle Bevan, Houston Christian University; Jamaal Young, Texas A&M University; Mary Margaret Capraro, Texas A&M University; Robert M. Capraro, Texas A&M University
The Relationship Between Gender, Confidence, and Participatory Risk-Taking in a Postsecondary Mathematics Course - Meaghan Beth McMurran, University of California - Riverside; David Weisbart; Kinnari Atit, University of California - Riverside