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1. Articulating the student mathematics in student contributions

   Van Zoest, Laura R ; Stockero, Shari L ; Leatham, Keith R ; Peterson, Blake E ; Ruk, Joshua M ( January 2020 , Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Sacristán, A ; Cortés-Zavala, J ; null (Ed.)

   We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution. We propose four articulation-related categories of student contributions that occur in mathematics classrooms and require different teacher actions:(a) Stand Alone, which requires no inference to determine the SM; (b) Inference-Needed, which requires inferring from the context to determine the SM; (c) Clarification-Needed, which requires student clarification to determine the SM; and (d) Non-Mathematical, which has no SM. Experience articulating the SM of student contributions has the potential to increase teachers’ abilities to notice and productively use student mathematical thinking during instruction. 

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2. Articulating the student mathematics in student contributions

   https://doi.org/10.51272/pmena.42.2020-354  

   Van Zoest, Laura R. ; Stockero, Shari L. ; Leatham, Keith R. ; Peterson, Blake E. ; Ruk, Joshua M. ( December 2020 , Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Sacristán, A ; Cortés-Zavala, J ; null (Ed.)

   We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution. We propose four articulation-related categories of student contributions that occur in mathematics classrooms and require different teacher actions:(a) Stand Alone, which requires no inference to determine the SM; (b) Inference-Needed, which requires inferring from the context to determine the SM; (c) Clarification-Needed, which requires student clarification to determine the SM; and (d) Non-Mathematical, which has no SM. Experience articulating the SM of student contributions has the potential to increase teachers’ 

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3. Articulating the student mathematics in student contributions

   https://doi.org/https:/doi.org/10.51272/pmena.42.2020-354  

   Van Zoest, L. R. ; Stockero, S. L. ; Leatham, K. R. ; Peterson, B. E. ; Ruk, J. M. ( October 2020 , Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Sacristán, A. I. ; Cortés-Zavala, J. C. ; Ruiz-Arias, P. M. (Ed.)

   We draw on our experiences researching teachers' use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contributions. We propose four articulation-related categories of student contributions that occur in mathematics classrooms and require different teacher actions:(a) Stand Alone, which requires no inference to determine the SM; (b) Inference-Needed, which requires inferring from the context to determine the SM; (c) Clarification-Needed, which requires student clarification to determine the SM; and (d) Non-Mathematical, which has no SM. Experience articulating the SM of student contributions has the potential to increase teachers' abilities to notice and productively use student mathematical thinking during instruction. 

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4. The Need for Student Engagement: The Need for Student Engagement

   https://doi.org/10.1002/tl.20288  

   Hamilton, Andrew ( June 2018 , New Directions for Teaching and Learning)
5. The impact of student misconceptions on student persistence in a MOOC

   https://doi.org/10.1002/tea.21616  

   Chen, Chen ; Sonnert, Gerhard ; Sadler, Philip M. ; Sasselov, Dimitar ; Fredericks, Colin ( December 2019 , Journal of Research in Science Teaching)

   Massive Online Open Courses (MOOCs) provide opportunities to learn a vast range of subjects. Because MOOCs are open to anyone with computer access and rarely have prerequisite requirements, the range of student backgrounds can be far more varied than in conventional classroom‐based courses. Prior studies have shown that misconceptions have a huge impact on students' learning performance; however, no study has empirically examined the relationship between misconceptions and learning persistence. This study of 12,913 MOOC‐takers examines how students' misconceptions about the upcoming course material affect course completion. Using a survival analysis approach, we found that, controlling for the score in a pre‐course test, students holding more misconceptions had a higher dropout rate at the start of the course, an effect that diminished over time. Other student variables were found to have a positive impact on survival that persisted throughout the entire course: U.S. location, higher age, an intention to complete, better English skills, prior familiarity with the subject, motivation to earn a certificate, and score and time spent on the previous problem set (homework). By contrast, student gender, education level, number of previous MOOCs completed, and motivation to participate in online discussion forums did not affect survival.

    

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