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Recent calls to action focus on using educational tools that promote mathematics learning through evidence-based and equity-forward practices (NCTM, 2018). These practices may be derived from scholarship that examines factors related to mathematics teaching and learning using quantitative measures. A purpose of this presentation is to highlight areas of strength and opportunity related to the use of quantitative measures in scholarship examining K-12 mathematics settings. One outcome from this research-in progress is that scholars may become more aware of quantitative assessments for use in their research. A second outcome from this research is to foster conversations among colleagues around collaborative scholarship as well as areas for growth within mathematics education assessment. As a result, scholars may be better equipped to engage in quantitative research within mathematics contexts. Recognizing what is available and relevant to a desired area of study has potential to address contexts connected to topics described in Catalyzing Change (NCTM, 2018, 2020, 2020). That is, scholars cannot quantitatively measure constructs described in Catalyzing Change until it is known what measures are available and what they assess. This research-in progress aims to engage researchers in ongoing research and promote discussions across attendees. 

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. 

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. 

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. 

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. 

Engagement in the mathematics classroom through interactions with the instructor, peers, and content are necessary for an effective learning experience. As such, it is important to understand the types of interactions that teachers utilize to engage students, especially as they have had to shift from a complete face-to-face setting to various remote modalities. Utilizing four interaction types (learner-content, learner-instructor, learner-learner, and learner-interface) this paper analyzes 35 videos of classroom instruction with the purpose of describing the interactions that take place throughout the course of the mathematics lesson. While there was not a significant difference in the type of interaction and the modality of instruction, there was a significant difference in the type of interaction enacted and the modality of instruction.