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1. College Students’ Conceptions of Symbolic Properties in Algebra

   Wladis, C.; Sencindiver, B.; Offenholley, K. (October 2023, Proceedings of the 44th Annual Psychology of Mathematics Education-North America (PME-NA) Conference)

   Lamberg, T.; Moss, D. (Ed.)

   Here we investigate how college students may conceptualize symbolic algebraic properties. This work uses the theory of Grundvorstellungen (GVs) to analyze how learners’ conceptions may or may not align with some desired goals of instruction. Through the analysis of interviews with students across a variety of courses, we describe several categories of conceptions, or descriptive GVs, that emerged in the data. We expect these categorizations to be a helpful first step in understanding learners’ thinking and improving instruction on algebraic properties. 

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2. (Re)defining Developmental Mathematics: A Critical Examination of the Research Literature

   Wladis, C.; Makowski, M.; Taylor, K.; Williams, D. (February 2023, Proceedings for the 25th Annual Conference on Research in Undergraduate Mathematics Education)

   Cook, S.; Infante, N. (Ed.)

   Although "developmental math" is widely discussed in higher-education circles, exactly what developmental math encompasses is often underdeveloped. In this theoretical report, we use a sample of highly cited works on developmental math to identify common characterizations of the term "developmental math" in the literature. We then interrogate and problematize each characterization, particularly in terms of whether they serve equity-related goals such as access to college credentials and math learning. We close by proposing an alternative characterization of developmental math and discuss the theoretical implications. We see this as a first step towards conversations about how developmental math could be conceptualized. 

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3. Advancing Inclusive Active Learning in Mathematics: A Faculty Development Approach at a Community College

   https://doi.org/10.1002/cc.70009  

   Van_De_Car, Sidra; Armstrong, Brandon; Haggerty, Dori (September 2025, New Directions for Community Colleges)

   Eddy, Pamela (Ed.)

   Faculty development (FD) plays a pivotal role in supporting instructors’ classroom practice and can be instrumental in driving transformational change across an institution. The present case‐study describes how FD supports the transformation of a mathematics department to promote inclusive active learning (IAL) classrooms at a community college, which has been designated as a Hispanic Serving Institution (HSI). Using a tiered cohort mentoring model, instructors worked together to learn the theory and techniques of IAL, redesigning their classrooms to be a space that creates the right conditions for all learners. Instructors were trained on analyzing disaggregated student outcome data and encouraged to explore student performance within their own courses. The FD team supported the design of a structured mentor training program for faculty, a curriculum designed to promote cohort learning, and supplementary instruction in effective mentoring practices and IAL, to equip mentors to guide their mentees. Qualitative data indicated both mentors and mentees felt strongly supported and empowered to make dynamic classroom changes that support learning for all students. Instructors reported being more open to trying new techniques in the classroom following the professional development experience. 

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4. How do college students conceptualize algebraic properties?

   Wladis, C.; Sencindiver, B.; Offenholley, K. (July 2023, Proceedings for the 13th Congress of the European Society for Research in Mathematics Education (CERME13).)

   Here we explore how college students across different courses may conceptualize symbolic algebraic properties. This work draws on the theory of Grundvorstellungen (GVs) as a tool to analyse how learner conceptions do or do not align with some desired goals of instruction. In analysing interviews, several categories of conceptions, or descriptive GVs, emerged, which may be a helpful first step in understanding learners’ thinking and improving instruction on algebraic properties. 

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5. “We didn’t know we were doing science”: Engaging with science and mathematics in an archaeology afterschool program

   https://doi.org/10.51355/jstem.2023.135  

   Simpson, Amber; Miroff, Laurie E; Carroll, Lynda; Versaggi, Nina M; McCann, Jada; Murtaugh, Diana; Coles, Jessica (December 2023, Journal of Research in STEM Education)

   An extensive number of empirical research studies support the engagement of young children and youth in out-of-school science, technology, engineering, and/or mathematics learning experiences. In this case study, we add to this knowledge base through examining how rural middle school learners engage with science and math concepts and practices through an afterschool program that emphasized the development of STEM content, skills, and practices using the field of archaeology, as well as Indigenous knowledges, as mediums. Results highlighted how various syncretic approaches within the afterschool program afforded 61 middle school aged learners’ opportunities to engage with math and science concepts common to archaeologists and Indigenous peoples. We illustrate this through five “doings.” For example, learners engaged in similar science practices to Indigenous peoples through considering how local landscapes and the natural environment informed decisions regarding settlements. This study concludes with recommendations for professional archaeologists and educators to adapt and/or develop a similar afterschool program to support students’ participation as ARCH + STEM learners. 

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