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Creators/Authors contains: "Nickerson, S."

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  1. ; ; (, Notices of the American Mathematical Society)
    William McCallum (Ed.)
    Accepted Manuscript Full Text Available
  2. ; ; (, Proceedings of the 40th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    An important decision that professional development (PD) facilitators must make when preparing for activities with teachers is to select an appropriate tool for the intended learning goals of the PD (Sztajn, Borko, & Smith, 2017). One important and prevalent tool is artifacts of student thinking (e.g. Jacobs & Philipp, 2004). In this paper we add to the literature on artifact selection for professional development by discussing the affordances and constraints of different written artifacts of student thinking. Through a professional noticing assessment, we examine the interpretive frames (Sherin & Russ, 2014) that were invoked by 72 secondary teachers regarding 6 students’ written strategies to proportional reasoning tasks. We characterize different ways teachers might make sense of different artifacts of student thinking, and discuss for what purposes PD facilitators might select particular written solutions. 
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    Accepted Manuscript Full Text Available