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1. 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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2. 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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3. 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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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. Interpreting Undergraduate Student Complaints about Graduate Student Instructors through the Lens of the Instructional Practices Guide

   Yee, S. (April 2020, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)

   College and department administrators take undergraduate student complaints about Graduate Student Instructors (GSIs) seriously. However, little research has been done to examine the nature of undergraduate student complaints across multiple mathematics departments from the lens of student-centered instruction. In this study, we compared formal (i.e. documented in writing by the student) undergraduate mathematics student complaints about GSIs at two universities over five years. Complaints were analyzed by coding the contextualized concerns described in the complaints using the Mathematical Association of America’s Instructional Practices Guide to align complaints with topics discussed as best-teaching practices. Results demonstrated that concerns about classroom and assessment practices were the most prevalent. Concerns about classroom practices were slightly more abundant and more pervasive throughout the semester than concerns about assessment practices. Additionally, an outside-of-class issue undergraduate students raised was regarding the effectiveness of GSIs communication via emails. 

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