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Creators/Authors contains: "Oppland-Cordell, S"

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  1. ; ; ; (, Proceedings of the 46th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    This work presents six research-based elements that align with building algebraic fluency from conceptual understandings in the teaching and learning of algebra. The six elements are: symbol sense, processes/relationships of algebra, process as an object, anticipating solution strategies, anticipating solution formats, and relationships among representations. 
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    Free, publicly-accessible full text available November 9, 2025
  2. ; ; ; ; (, Proceedings of the ninth annual Indiana STEM Education Conference. Purdue University: Purdue e-Pubs. https://docs.lib.purdue.edu/instemed/2024/briefs/4)
    Walker, WS; Bryan, LA; Guzey, E (Ed.)
    Thinking With Algebra (TWA) is a National Science Foundation Project (DUE 2021414) to develop a post-secondary curriculum for intermediate algebra. TWA focuses on six elements that align with building algebraic fluency with conceptual understanding, a mixed review approach, small-group work, and whole-class discussion (Feikes, et al., 2021). Using an equity lens (Oppland-Cordell et al., 2024), TWA is designed for students, including underrepresented students, who need additional mathematical supports at the college level. Seventeen college math instructors attended a workshop on the lessons and pedagogy in order to use TWA in their college courses. Feedback from instructors participating in the TWA first-year faculty workshop indicated that the curriculum was used in many different ways to help prepare students for college algebra and other STEM courses. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; (, Proceedings of the ninth annual Indiana STEM Education Conference. Purdue University: Purdue e-Pubs. https://docs.lib.purdue.edu/instemed/2024/briefs/4)
    Walker, WS; Bryan, L A; Guzey, SS (Ed.)
    The Thinking With Algebra (TWA) curriculum, a National Science Foundation Project (DUE 2021414), applies a sociopolitical equity framework (Gutiérrez, 2012) to strengthen student participants’ mathematics achievement outcomes and mathematics identity development. Instructor and student data indicate improvements in these two dimensions. This project also expands knowledge about creating equitable math learning environments that support underrepresented students’ mathematical success. 
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    Accepted Manuscript Full Text Available