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Creators/Authors contains: "Ruk, Joshua M"

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  1. ; (, North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lamberg, T; Moss, D (Ed.)
    Past research has identified factors that help maintain the cognitive demand of tasks, including drawing conceptual connections. We investigated whether teachers who were engaging in the teaching practice of building—and thus focusing the class on collaboratively making sense of their peers’ high-leverage mathematical contributions—drew conceptual connections at a higher rate than has been found in previous work. The rate was notably higher (54% compared to 14%). By comparing multiple enactments of the same task, we found that this higher rate of drawing conceptual connections seemed to be supported by (1) eliciting student utterances that delve more deeply into the underlying mathematics, (2) giving students more time to explore the underlying math, and (3) using previously learned abstractions to help move the class toward understanding the new abstract concepts underlying a task. 
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    Accepted Manuscript Full Text Available
  2. ; (, International Group for the Psychology of Mathematics Education)
    Ayalon, M; Koichu, B; Leikin, R; Rubel, L; Tabach, M (Ed.)
    We used videotaped enactments of high cognitive demand tasks to investigate whether teachers who were engaged in the teaching practice of building—and thus were focused on having the class collaboratively make sense of their peers’ high-leverage mathematical contributions—provided scaffolding that supported the maintenance of high cognitive demand tasks. Attempting to build on high-leverage student thinking seemed to mitigate the teachers’ tendencies to provide inappropriate amounts of scaffolding because they: (1) believed the building practice required them to refrain from showing the students how to solve the task; (2) wanted to elicit student reasoning about their peer’s contribution for the building practice to utilize; and (3) saw the benefits of their students being able to engage in the mathematical thinking themselves. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; (, Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Sacristán, A; Cortés-Zavala, J; null (Ed.)
    We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution. We propose four articulation-related categories of student contributions that occur in mathematics classrooms and require different teacher actions:(a) Stand Alone, which requires no inference to determine the SM; (b) Inference-Needed, which requires inferring from the context to determine the SM; (c) Clarification-Needed, which requires student clarification to determine the SM; and (d) Non-Mathematical, which has no SM. Experience articulating the SM of student contributions has the potential to increase teachers’ 
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    Full Text Available 
  4. ; ; ; ; (, Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Sacristán, A; Cortés-Zavala, J; null (Ed.)
    We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution. We propose four articulation-related categories of student contributions that occur in mathematics classrooms and require different teacher actions:(a) Stand Alone, which requires no inference to determine the SM; (b) Inference-Needed, which requires inferring from the context to determine the SM; (c) Clarification-Needed, which requires student clarification to determine the SM; and (d) Non-Mathematical, which has no SM. Experience articulating the SM of student contributions has the potential to increase teachers’ abilities to notice and productively use student mathematical thinking during instruction. 
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    Accepted Manuscript Full Text Available
  5. ; ; ; ; ; (, Proceedings of the 43rd Annual Conference of the International Group for the Psychology of Mathematics Education)
    Research has shown that listening to and interpreting student thinking is challenging, yet critical for effective incorporation of student mathematical thinking (SMT) into instruction. We examine an exemplary teacher’s interpretations of SMT, his inference of the potential of the SMT to foster learning, and the rationale for his responses to that thinking. Our findings reveal some reasons why teachers may fail to successfully act on SMT that emerges during whole class discussion. This study confirms previous research findings, that in order to incorporate SMT into instruction in a way that fosters learning, teachers must correctly interpret that SMT. The study also shows that even good teachers may need support in developing skills that will enable them accurately interpret SMT and its potential to foster learning. 
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    Accepted Manuscript Full Text Available