 Award ID(s):
 1652513
 Publication Date:
 NSFPAR ID:
 10211151
 Journal Name:
 Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
 Sponsoring Org:
 National Science Foundation
More Like this

Olanoff, D. ; Johnson, K. ; & Spitzer, S. (Ed.)How does the design of lessons impact the types of questions teachers and students ask during enacted high school mathematics lessons? In this study, we present data that suggests that lessons designed with the mathematical story framework to elicit a specific aesthetic response (“MCLEs”) having a positive influence on the types of teacher and student questions they ask during the lesson. Our findings suggest that when teachers plan and enact lessons with the mathematical story framework, teachers and students are more likely to ask questions that explore mathematical relationships and focus on meaning making. In addition, teachers are less likely to ask short recall or procedural questions in MCLEs. These findings point to the role of lesson design in the quality of questions asked by teachers and students.

Sacristán, A. I. ; CortésZavala, J. C. ; RuizArias, P. M. (Ed.)How can we design mathematical lessons that spark student interest? To answer this, we analyzed teacherdesigned and enacted lessons that students described as interesting for how the content unfolded. When compared to those the same students describe as uninteresting, multiple distinguishing characteristics are evident, such as the presence of misdirection, mathematical questions that remain unanswered for extended time, and a greater number of questions that are unanswered at each point of the lesson. Lowinterest lessons did not contain many special narrative features and mostly had questions that were answered immediately. Our findings offer guidance for the design of lessons that can shift student mathematical dispositions.

As computerfocused policies and trends become more popular in schools, more students access math curriculum online. While computerbased programs may be responsive to some student input, their algorithmic basis can make it more difficult for them to be prepared for divergent student thinking, especially in comparison to a teacher. Consider programs that assess student work by judging how well it matches preset answers. Unless designed and enacted in classrooms with care, computerbased curriculum materials might encourage students to think about mathematics in predetermined ways. How do students approach the process of mathematics while using online materials, especially in terms of engaging in original thought? Drawing on Pickering’s (1995) dance of agency and Sinclair’s (2001) conception of students as pathfinders or tracktakers, I define two modes of mathematical behavior: trailtaking and bushwhacking. While trailtaking, students follow an established approach, often relying on Pickering’s (1995) disciplinary agency, wherein the mathematics “leads [them] through a series of manipulations” (p. 115). The series of manipulations can be seen as a trail that a student may choose to follow. Bushwhacking, on the other hand, refers to actions a student takes of their own invention. It is possible that, unknown to the student, these actions havemore »

Effects of High Impact Educational Practices on Engineering and Computer Science Student Participation, Persistence, and Success at Land Grant Universities: Award# RIEF1927218 – Year 2 Abstract Funded by the National Science Foundation (NSF), this project aims to investigate and identify associations (if any) that exist between student participation in High Impact Educational Practices (HIP) and their educational outcomes in undergraduate engineering and computer science (E/CS) programs. To understand the effects of HIP participation among E/CS students from groups historically underrepresented and underserved in E/CS, this study takes place within the rural, public university context at two western land grant institutions (one of which is an Hispanicserving institution). Conceptualizing diversity broadly, this study considers gender, race and ethnicity, and firstgeneration, transfer, and nontraditional student status to be facets of identity that contribute to the diversity of academic programs and the technical workforce. This sequential, explanatory, mixedmethods study is guided by the following research questions: 1. To what extent do E/CS students participate in HIP? 2. What relationships (if any) exist between E/CS student participation in HIP and their educational outcomes (i.e., persistence in major, academic performance, and graduation)? 3. How do contextual factors (e.g., institutional, programmatic, personal, social, financial, etc.) affectmore »

Background/Context: Schools are increasingly using scripted curricula that limit teacher autonomy. These limitations are exacerbated when scripted curricula are enacted in fully standardized, asynchronous online course environments with no mechanisms for student–teacher communication.
Purpose: This study extends understanding of how teacher discretion, identity, and the relationship between those two components shape students’ educational experiences online.
Research Design: Within a sequential mixed method design, we identified spaces for teacher discretion using critical discourse analysis. By coding lesson transcripts, we developed a typology of common strategies: friendly, directive, personalized, and procedural. We used the resulting typology to run statistical models examining associations among teacher identity, discretionary acts, and student achievement. Lastly, we turned back to the qualitative data to confirm findings, test hypotheses, and provide nuance.
Findings: Teachers presenting as Black were significantly more likely to use a procedural approach and significantly less likely to use friendly strategies. Students scored higher on their endoflesson quiz when their teacher used personalized strategies, such as sharing relevant personal experiences, and scored lower when teachers used friendly or directive strategies.
Conclusions: Findings have implications for understanding and enacting equitable educational practices in asynchronous, scripted online environments. The isolation of discretionary acts feasible within the virtual learning environment studied contributes nuancemore »