Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: Critical Dissonance and Resonant Harmony

The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations

“…We implemented two modules in the first two methods courses and then added a third module to the clinical methods course that deepens the mentor teachers’ engagement with TCs and program faculty. To read in greater detail about these three modules, see Zelkowski and Campbell (2022) and Zelkowski et al (2020, 2022, in press).…”

“…The field has moved slowly on program design research and effective, high-quality evaluation (Tatto, 2018), and we recognize that external critiques and examinations will continue to influence teacher education. TCs, just as other preprofessionals, ought to be well prepared with a strong sense of self-efficacy, ability, and knowledge from internal program measures (e.g., validated instruments, course grades, major/key assignment rubrics) within a curriculum that render professional examinations (e.g., Praxis II, edTPA) a formality as opposed to a roadblock or gatekeeper (De Voto et al, 2021; Moldavan, 2018; Ratner & Kolman, 2016; Swars Auslander et al, 2019; Zelkowski & Campbell, 2020, 2022; Zelkowski et al, 2018; Zelkowski & Gleason, 2018). With the knowledge that mathematics courses in K-12 and higher education are often gatekeepers for students, our work focuses on the design of high-quality TPP models in response to professional recommendations to ensure TCs are well-prepared first-year teachers to improve students’ mathematical success.…”

Does Conceptual Transparency in Manipulatives Afford Place-Value Understanding in Children at Risk for Mathematics Learning Disabilities?

“…Finally, the Picture Place Value Task (PicPVT), a task developed by the authors ( Osana & Lafay, 2019 ), was administered to assess the children’s understanding of the value of the digits in a numeral. Children were shown a double- or triple-digit numeral with one of the digits underlined.…”

A diagnostic comparison of Spanish and Turkish middle school students’ proportional reasoning

“…The use of proportional reasoning techniques for problem-solving is present (sometimes without any explanation) in many ancient mathematical texts (Oller-Marcén & Gairín, 2015). Furthermore, the relevance of proportional reasoning is justified by the important and extensive real-life applications (Cramer & Post, 1993) and by the presence of this skill in the official curricula and textbooks of primary and secondary education throughout the world (Lo et al, 2001; Lundberg, 2011; Martínez-Juste et al, 2017; National Council of Teachers of Mathematics [NCTM], 2000).…”

“…In relation to the former, there are several cross-national comparisons of textbooks focusing on proportional reasoning. For instance, Lo et al (2001) compared textbooks from Japan, China, Chinese Taipei, and the United States finding many differences in terms of definitions of concepts, types of problems, and sequencing. Meanwhile, Ponte and Marques (2011) compared some grades 6 and 7 textbooks from Portugal, Brazil, Spain, and the United States, and among other results, they obtained that “in the Portuguese, Brazilian, and American textbooks the notion of ratio plays an important role, but it does not happen in the Spanish textbook” (p. 46).…”