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Download full textOh Hoon Kwon – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
A new classification for semantic structures of one-step word problems is proposed in this paper. The classification is based on illustrations of word problem situations in Common Core State Standards (CCSSM, 2010) and related historical studies (e.g. Weaver, 1973, 1979, 1982), as well as conceptual elaborations of embodied and grounded nature in…
Descriptors: Semantics, Word Problems (Mathematics), Mathematics Instruction, Classification
Swan, Malcolm – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
Formative assessment is the process by which teachers and students gather evidence of learning and then use this to adapt the way they teach and learn. I describe a design research project in which we integrated formative assessment strategies into lesson materials that focus on developing students' conceptual understanding and their capacity to…
Descriptors: Formative Evaluation, Teaching Methods, Concept Formation, Evaluation Methods
Panorkou, Nicole; Maloney, Alan P.; Confrey, Jere – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
This paper describes the learning trajectory for Early Equations and Expressions (EELT), one of the 18 learning trajectories presented at www.TurnOnCCMath.net, developed to interpret the Common Core Standards for Mathematics based on research on student learning. The EELT is foundational for introducing concepts of early algebra and setting the…
Descriptors: Learning Processes, Equations (Mathematics), Mathematics Education, Algebra
Baldinger, Erin E. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
The Common Core Standards require students to learn content and mathematical practices, and so teachers must have content knowledge and be able to engage in practices themselves. This raises the question of how novice teachers learn to engage in mathematical practices. I investigate pre-service secondary teacher learning of mathematical practices…
Descriptors: Common Core State Standards, Mathematics Instruction, Pedagogical Content Knowledge, Preservice Teachers
Canty, Reality S.; Kaduk, Catherine; Soffer, Deena – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
This paper describes a model for building cognition-and-instruction-based goal trajectories (GT) in the context of a study that examines the validity of curriculum-embedded assessments. The model consists of six design processes and two constraints. The GT is constructed from curriculum-specified learning goals as well as developmental…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Algebra, Common Core State Standards
Huey, Maryann E.; Jackson, Christa D. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
Building upon the work of Zieffler, Garfield, DelMas and Reading (2008) and others, we developed a framework for assessing informal inferential tasks in middle school mathematics textbooks. The framework both embodies the key recommendations for developing informal inferential reasoning and captures common trimming attributes, which lower the…
Descriptors: Secondary School Mathematics, Middle Schools, Middle School Students, Mathematics Education
