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1. Considering the alignment between teachers’ conceptions of justification and their visions for equitable instruction

   Bieda, Kristen; Staples, Megan; Doherty, Kristin; Anthonypillai, Serena; Matthews-Johnson, Alicia; Hwang, Jihye (October 2023, Proceedings of the forty-fifth annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, vol. 1)

   Lamberg, Teruni; Moss, Diana (Ed.)

   While proving, and more broadly conceived “reasoning and sense-making,” have received a great deal of attention in mathematics education research over the past three decades, recently scholars have argued for the importance of justification as a learning and teaching practice. As teachers work toward realizing goals for more equitable classroom environments, little is known about whether teachers’ conceptions about mathematical practices, such as justification, reflect an understanding of how students’ engagement in those practices can support more than just mathematical achievement. In this paper, we present findings from our analysis of interviews with 10 secondary mathematics teachers engaged in participatory action research to explore connections, and potential disconnections, between teachers’ conceptions of justification and their visions for equitable instruction. 

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2. CONSIDERING THE ALIGNMENT BETWEEN TEACHERS’ CONCEPTIONS OF JUSTIFICATION AND THEIR VISIONS FOR EQUITABLE INSTRUCTION

   Bieda, K; Staples, M; Doherty, K; Anthonypillai, S; Matthews-Johnson, A; Hwang, J (November 2023, Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Lamberg, T; Moss, D (Ed.)

   While proving, and more broadly conceived “reasoning and sense-making,” have received a great deal of attention in mathematics education research over the past three decades, recently scholars have argued for the importance of justification as a learning and teaching practice. As teachers work toward realizing goals for more equitable classroom environments, little is known about whether teachers’ conceptions about mathematical practices, such as justification, reflect an understanding of how students’ engagement in those practices can support more than just mathematical achievement. In this paper, we present findings from our analysis of interviews with 10 secondary mathematics teachers engaged in participatory action research to explore connections, and potential disconnections, between teachers’ conceptions of justification and their visions for equitable instruction. 

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3. Working Group Report: The Power of Computational Thinking in Mathematics and Data Science Education

   Yilmaz, Zuhal; Galanti, Terrie M; Lawler, Brian; Alegre, Fernando (November 2024, Kent State University)

   Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)

   The “Power of Computational Thinking in Mathematics and Data Science Education” working group held its inaugural meeting at PME-NA 45 in Reno, Nevada. The skills and practices of CT can empower teachers to emphasize abstraction, automation, modeling, and simulations as their students investigate relationships in mathematics and data science. The focus of the three sessions was to advance conversations about the integration of CT in mathematics and DS education with aims to launch new collaborations. Our overarching goal of providing more equitable access to authentic mathematical problem solving through guided the design and facilitation of the working group sessions. Participants experienced three CT-integrated data science tasks on Day 1, created working visuals of the synergies across the disciplines on Day 2, and proposed directions for future research on Day 3. 

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4. Productive disposition in an online professional development environment

   Klein, V.E.; Shumar, W.; Brandt, C.; Silverman, J. (October 2021, Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.)

   Olanoff, D.; Johnson, K.; Spitzer, S. M. (Ed.)

   The EnCoMPASS project (Emerging Communities for Mathematical Practices and Assessment) at Drexel University has produced a web-based software tool for the assessment of student work. This paper discusses research on the impact of this tool on teachers’ attitudes toward engaging with students in the software environment. The tool supports teachers adopting a more dialogic perspective towards learning and teaching through cycles of problem solving, discussion and mathematical development. It is suggested that the tool aids teachers’ transition toward this more interactive approach to teaching mathematics while also acknowledging and addressing concerns about the time it takes to engage in more detailed dialogue and thinking about mathematics with their students. 

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5. Orienting to Student Sense-Making: Using Simulations to Support the Development of Equitable Mathematics Teaching

   https://doi.org/10.4018/979-8-3693-1164-6.ch011  

   Shaughnessy, Meghan; Boerst, Timothy A; Garcia, Nicole; Claiborne, Brit (November 2024, IGI Global)

   This chapter reports on work from a decade-long project to develop and study the use of teaching simulations focused on the teaching practices of eliciting and interpreting student thinking to support preservice teachers' (PSTs') learning. The chapter describes how teaching simulations focused on these practices allow teacher educators to support PSTs in orienting to student sense-making that is at the heart of equitable mathematics instruction. The teaching simulation approach is described. Examples illustrate how the approach is designed and facilitated in ways that make visible PSTs' engagement with three teaching performance areas (eliciting the student's process, using mathematical knowledge and skill, and conveying respect for the student as a mathematical thinker and learner) that are crucial for more equitable mathematics instruction. Connections between each of the performance areas and more equitable eliciting and interpreting of student thinking are described alongside the ways in which teacher educators can provide feedback that supports PSTs' development. 

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