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1. Poster Session: You say brutal, I say Thursday: Isn't it obvious?

   Sword, S.; Marshall, A.; Young, M. (January 2020, Mathematics Education Across Cultures: Proceedings 42nd PME-NA)

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

   Programmatic collaborations involving mathematicians and educators in the U.S. have been valuable but complex (e.g., Heaton & Lewis, 2011; Bass, 2005; Bass & Ball, 2014). Sultan & Artzt (2005) offer necessary conditions (p.53) including trust and helpfulness. Articles in Fried & Dreyfus (2014) and Bay-Williams (2012) describe outcomes from similarly collaborative efforts; however, there is a gap in the literature in attending to how race and gender intersect with issues of professional status, culture, and standards of practice. Arbaugh, McGraw and Peterson (2020) contend that “the fields of mathematics education and mathematics need to learn how to learn from each other - to come together to build a whole that is greater than the sum of its parts” (p. 155). Further, they posit that the two must “learn to honor and draw upon expertise related to both similarities and differences” across disciplines, or cultures. We argue that in order to do this, we must also take into account race, gender, language. For example, words like trust or helpfulness can read very differently when viewed from personal and professional culture, gender, or racial lenses. This poster shares personal vignettes from the perspective of three collaborators – one black male mathematician, one white female mathematics educator, and one white woman who was trained as a mathematician but works as a mathematics educator - illustrating some of the complexity of collaboration. 

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2. I Say, You Say, We Say: Using Spoken Language to Model Socio-Cognitive Processes during Computer-Supported Collaborative Problem Solving

   https://doi.org/10.1145/3359296  

   Stewart, Angela E.B.; Vrzakova, Hana; Sun, Chen; Yonehiro, Jade; Stone, Cathlyn Adele; Duran, Nicholas D.; Shute, Valerie; D'Mello, Sidney K. (November 2019, Proceedings of the ACM on Human-Computer Interaction)
3. STEM career interest development and persistence: what parents do, say, and should say

   https://doi.org/10.1093/anncom/wlaf018  

   Dorrance-Hall, Elizabeth; Zhang, Yue; Edwards, America_L; Wolfe, Brooke_H; Watson, Olivia; Morales, Nathalia; Valdes, Paulina (September 2025, Annals of the International Communication Association)

   Abstract Parent–child communication is an essential part of developing and sustaining career interests. Parents’ involvement in the process of career interest development and persistence of women in STEM is critical to understand to marshal support for women entering high-barrier fields. This manuscript answers 3 questions about how parents are involved in the processes of career interest development and persistence: What do parents do? What do parents say? And what should parents say? Models of interest development, studies of parental vocational anticipatory socialization, and communication theories such as the support framework and confirmation theory answer these questions. We propose paths for future research that use communication theory to predict effective parental communication while embracing an intersectional lens and considering support gaps. 

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4. How adults understand what young children say

   https://doi.org/10.1038/s41562-023-01698-3  

   Meylan, Stephan C.; Foushee, Ruthe; Wong, Nicole H.; Bergelson, Elika; Levy, Roger P. (December 2023, Nature Human Behaviour)
5. Why and How Robots Should Say ‘No’

   https://doi.org/10.1007/s12369-021-00780-y  

   Briggs, Gordon; Williams, Tom; Jackson, Ryan Blake; Scheutz, Matthias (May 2021, International Journal of Social Robotics)

   null (Ed.)