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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. Transfer student capital: Increasing Latinx student participation in STEM

   Stockwell, D. ( January 2020 , 32nd Annual South Carolina Educators for thPractical Use of Research Conference, Columbia, SC, United States.)

   Currently, science, technology, engineering, and mathematics (STEM) programs in community colleges and 4-year institutions are predominantly white spaces that can marginalize underrepresented, racial/ethnic minority students (Kanno & Cromley, 2015; Martin, et al., 2018; Samuelson & Litzler, 2016; Valadez, 2008; Wang, Lee, & Prevost, 2017). Latinx students make up the largest racial/ethnic minority group of college students (Martinez & Deil-Amen, 2015), and they are more likely to begin their postsecondary education paths in community colleges (Arbona & Nora, 2007; Starobin & Bivens, 2014). Many will start at community college in programs that lead to vertical transfer (Martin, et al., 2018). Transferring from a community college to a four-year institution is a difficult process to navigate, especially for racial/ethnic minority students who are likely to have experienced inequitable educational experiences. Institutions seeking to assist them in obtaining baccalaureate degrees must increase these students’ Transfer Student Capital (TSC) (Laanan, Starobin, & Eggleston, 2010). The purpose of this presentation is to show how high schools, community colleges, and four-year institutions can partner together to assist Latinx students in acquiring baccalaureate degrees in STEM fields by increasing their TSC. 

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5. Improving Student Experiences to Increase Student Engagement (ISE-2)

   Liu, S.-N. C. ; Lang, C. K. ; Sandoval, C. L. ; Bergman, M. E. ; Froyd, J. E ( January 2018 , 2018 ASEE Annual Conference and Exposition)

   “Improving Student Experiences to Increase Student Engagement” (ISE-2) was awarded to Texas A&M University by the National Science Foundation, through EEC-Engineering Diversity Activities. ISE-2 is a faculty development program focused on reducing implicit bias and increasing active learning, with the goals of (a) increasing student engagement, success, and retention, and (b) ultimately seeing greater increases for underrepresented minority (URM), women, and first-generation students. Ten faculty teaching first- and second-year Engineering courses participated in the first cohort of ISE-2 in Summer 2017, which consisted of three workshops and six informal “coffee conversations”. At the conclusion of the workshops, each faculty was tasked with completing a teaching plan for the Fall 2017 semester, to incorporate the strategies and knowledge from ISE-2 into the courses they plan to teach. Focus groups with the ISE-2 faculty were conducted in Fall 2017 to obtain feedback about the faculty development program. Classroom observations were conducted using environmental scans and the Classroom Observation Protocol for Undergraduate STEM (COPUS)1 to assess the classroom climate of faculty in the experimental (ISE-2) and control groups. Student surveys were also administered to students who were taught by ISE-2 faculty and control group faculty to assess student engagement and classroom climate. While the project is still ongoing, feedback from faculty regarding ISE-2 have been positive. 

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