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1. Inservice secondary teachers' beliefs about deductive discourse for equation solving

   Wrightsman, Elizabeth; Patterson, Cody L (October 2023, Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Lamberg, Teruni; Moss, Diana L (Ed.)

   We investigate teacher beliefs about discourses for equation solving and the challenges these beliefs might pose for the implementation of instructional practices that promote deductive reasoning in algebra. To uncover these beliefs, we recorded three video explanations of solutions to the same linear equation with distinct discursive characteristics and analyzed seven secondary mathematics teachers’ small-group critical discussions of these explanations. Three prevalent themes surfaced in our thematic analysis. Teacher beliefs about discourse for equation solving specified different roles and potential benefits of deductive explanations, estimated students’ capacity to understand deductive explanations, and hypothesized differences between teachers' and students' potential to understand deductive reasoning. We discuss implications of these beliefs for opportunities to engage all learners in conceptual thinking about equations. 

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2. Teachers' responses to instances of student mathematical thinking with varied potential to support student learning.

   Stockero, S. L. (October 2018, Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   We investigated teachers’ responses to a common set of varied-potential instances of student mathematical thinking to better understand how a teacher can shape meaningful mathematical discourse. Teacher responses were coded using a scheme that both disentangles and coordinates the teacher move, who it is directed to, and the degree to which student thinking is honored. Teachers tended to direct responses to the same student, use a limited number of moves, and explicitly incorporate students’ thinking. We consider the productivity of teacher responses in relation to frameworks related to the productive use of student mathematical thinking. 

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3. Teachers' responses to instances of student mathematical thinking with varied potential to support student learning

   Stockero, S. L. (January 2018, Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   We investigated teachers’ responses to a common set of varied-potential instances of student mathematical thinking to better understand how a teacher can shape meaningful mathematical discourse. Teacher responses were coded using a scheme that both disentangles and coordinates the teacher move, who it is directed to, and the degree to which student thinking is honored. Teachers tended to direct responses to the same student, use a limited number of moves, and explicitly incorporate students’ thinking. We consider the productivity of teacher responses in relation to frameworks related to the productive use of student mathematical thinking. 

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4. Teachers' responses to instances of student mathematical thinking with varied potential to support student learning.

   Stockero, S. L.; Freeburn, B.; Van Zoest, L. R.; Peterson, B. E.; Leatham, K. R. (November 2018, Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   We investigated teachers’ responses to a common set of varied-potential instances of student mathematical thinking to better understand how a teacher can shape meaningful mathematical discourse. Teacher responses were coded using a scheme that both disentangles and coordinates the teacher move, who it is directed to, and the degree to which student thinking is honored. Teachers tended to direct responses to the same student, use a limited number of moves, and explicitly incorporate students’ thinking. We consider the productivity of teacher responses in relation to frameworks related to the productive use of student mathematical thinking. 

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5. Customized Scaffolding for Pre-service Teachers’ Problem-Solving in STEM

   Belland, B. R.; Kim, C.; Lee, E. (April 2020, Annual meeting program American Educational Research Association)

   This paper explores customized scaffolding for pre-service teachers’ problem-solving in technology and engineering discipline. We used clustering analysis to discover natural groupings of scaffolding characteristics which were used in 144 computer-based scaffolding studies from the previous meta-analysis. We first selected input variables based on our research questions which include different scaffolding characteristics, context of use, education level, and effect size. Next, using a two-step clustering algorithm, we found four clusters based on the predominant scaffolding characteristics and profiled each cluster in terms of scaffolding characteristics and their context of use. The resulting cluster solutions indicate what combination of scaffolding characteristics used in different types of problem-centered learning context would be effective for pre-service teachers’ technology- and engineering-related problem-solving. 

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