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Creators/Authors contains: "Borden, ML"

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  1. ; ; ; ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    Experiential learning represents a shift in K-12 education that requires teachers to change the ways that they engage students. We created a professional development experience in which teachers learned about the entrepreneurial-based design challenges we developed (Authors, 2019) and practiced implementing teacher check-ins with students participating in our summer camp. In this paper, we conduct a case study to explore how three teachers used teacher discourse moves during their teacher check-ins. We found three types of teacher-student interactions: (a) positioning students as experts, (b) co-designing with students, and (c) pushing students towards an outcome. These findings suggest that teacher professional development for experiential learning should intentionally support teachers in learning how to employ the moves during teacher check-ins in ways that elevate student expertise and advance their thinking. 
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    Free, publicly-accessible full text available November 10, 2025
  2. ; ; ; ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    At the core of engaging students in mathematics is having them use their mathematical knowledge to solve personally relevant and authentic problems. We have created entrepreneurial-based design challenges (Confrey, et al., 2019) that engage students in rich mathematics. In this paper, we report on 30 students participating in one such challenge. Students were tasked with designing a business that helps users change unwanted behaviors or develop new healthy habits through tracking and visualizing their progress. We present results to show how the challenge provided opportunities for student autonomy in their solutions and in the mathematics they utilized. 
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    Free, publicly-accessible full text available November 10, 2025