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Creators/Authors contains: "Bentley, B"

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  1. ; ; ; ; (, Research Conference for the National Council of Teachers of Mathematics)
    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; (, 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.)
    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; (, PMENA)
    Lamberg, T; Moss, D (Ed.)
    The paper reports on the developments of a repository of quantitative assessments used in mathematics education contexts. This repository centralizes assessments and the associated validity evidence. The repository is public and freely available and has potential to inform future quantitative mathematics education scholarship. 
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    Accepted Manuscript Full Text Available
  4. ; ; (, Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; Drown, S. (Ed.)
    Problem solving is a very important skill for students to learn (e.g., Bonilla-Rius, 2020; NGA, 2010), and part of developing problem solving skills is learning to persevere. One strategy for learning how to persevere is by providing students with materials that allow them the opportunity to engage with challenging problems (e.g., Kapur, 2010; Middleton et al., 2015). This study of the Volume unit of the AC2inG materials analyzes students’ strategies for problem solving and persevering. Findings from these think-aloud interviews indicate that different students will utilize one or more methods for solving challenging problems, such as asking clarifying questions, talking themselves through the problem, and attempting various mathematical approaches. 
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    Accepted Manuscript Full Text Available
  5. ; ; (, roceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; Drown, S. (Ed.)
    Utilizing an innovative and theoretically-grounded approach, we extend the work of cognitive scientists and mathematics educators who have previously documented the impact of comparison on students’ learning in algebra with the goal of transforming the learning that occurs in eighth- grade geometry classrooms. The purpose of this paper is to examine the types of comparisons participants made during think aloud interviews when engaging with curricular materials that have them examine multiple solution strategies. This research seeks to extend the work of using comparisons in algebra to determine if using comparisons in geometry will help improve students’ mathematical understanding. 
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    Accepted Manuscript Full Text Available
  6. ; ; ; ; (, Psychology of Mathematics Education North America)
    A. Lischka, E. Dyer (Ed.)
    Validity and validation is central to conducting high quality quantitative mathematics education scholarship. This presentation aims to support scholars engaged in quantitative research by providing information about the degrees to which validity evidence related to their instrument use or interpretation, were found in mathematics education scholarship. Findings have potential to steer future quantitatively focused scholarship and support equity aims. 
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    Accepted Manuscript Full Text Available
  7. ; ; (, Proceedings from the 43rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D.; Johnson K.; Spitzer, S. (Ed.)
    Accepted Manuscript Full Text Available