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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
Tzur, Ron; Johnson, Heather L.; Hodkowski, Nicola M.; Jorgensen, Cody; Nathenson-Mejia, Sally; Wei, Bingqian; Smith, Amy; Davis, Alan – North American Chapter of the International Group for the Psychology of Mathematics Education, 2018
This study examines how a PD program to promote teachers' shift toward a student-adaptive pedagogy impacts students' multiplicative reasoning. We describe the underpinnings of this pedagogy and main components of the PD program. Then, we present key features of participants, data collection/analysis methods, and the written assessment used to…
Descriptors: Teaching Methods, Mathematics Instruction, Thinking Skills, Faculty Development
Olanoff, Dana; Feldman, Ziv; Welder, Rachael M.; Tobias, Jennifer M.; Thanheiser, Eva; Hillen, Amy F. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
Prospective teachers (PTs) need opportunities to develop fraction number sense, yet little research has explicated how this development occurs. Our research team collaboratively designed a task targeted at helping PTs develop fraction number sense through an exploration of fraction comparison strategies. This paper focuses on developing one…
Descriptors: Preservice Teachers, Fractions, Mathematical Concepts, Concept Formation
Walkington, Candace – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
Algebra is an area of pressing national concern around issues of equity and access in education. Recent theories and research suggest that personalization of instruction can allow students to activate their funds of knowledge and can elicit interest in the content to be learned. This paper examines the results of a large-scale teaching experiment…
Descriptors: Algebra, Mathematics Instruction, Problem Solving, Teaching Methods
Dawkins, Paul Christian – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
This paper presents results from three teaching experiments intended to guide students to reinvent truth-functional interpretations for mathematical disjunctions. The initial teaching experiments revealed that students' emergent strategies for assessing disjunctions did not entail or facilitate the development of a relevant partitioning of example…
Descriptors: Learning Strategies, College Mathematics, College Students, Calculus
Briseño-Miranda, César; Guzmán-Hernández, José – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
In this paper we report the results obtained when implementing Activities related to the visualization of geometric representations in paper-and-pencil and technological environments with students1 grade 11. This is a qualitative research supported by both the representation theory and the visualization of mathematical objects using technological…
Descriptors: Mathematics Instruction, Visualization, Geometric Concepts, Qualitative Research
Clinton, Virginia; Alibali, Martha W.; Nathan, Mitchell J. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
This study examined the effectiveness of two methods of increasing student learning from posterior probability lessons: diagrams and questioning while reading. Undergraduate students (N = 245) read a lesson in one of three diagram conditions and one of three questioning-while-reading conditions (embedded questions, elaboration interrogations, and…
Descriptors: Teaching Methods, Probability, Undergraduate Students, Visual Aids
Krupa, Erin; Webel, Corey; McManus, Jason – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
We share results from a quasi-experimental study in which we compared achievement between traditional lecture-based and computer-based sections of college algebra on a common multiple choice exam as well as performance on problem solving items. Students in the computer-based group performed better on the final exam and were also more likely to…
Descriptors: Algebra, Mathematics Instruction, Quasiexperimental Design, Comparative Analysis
