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  1. ; ; ; (, Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J.; Strayer, J; Drown, S. (Ed.)
    Accepted Manuscript Full Text Available
  2. (, The 43rd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Virtual/Philadelphia, USA.)
    Olanoff, D. (Ed.)
    The perspectives in mathematics education and special education are in tension when it comes to productive struggle. This study describes how struggle surfaced for the students and teacher/researcher in teaching experiments using learning trajectories with three students with diverse cognitive profiles. The students’ activity helps to illustrate the relationships between struggle and mathematics learning. I share how students’ struggle led to my own challenge in navigating tensions between mathematics education and special education. I consider how my focus on productive struggle without attending to cognitive difference reflected ableist thinking. Finally, I suggest implications of these observations for reframing productive struggle. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; (, Science)
    Portions of ice sheets grounded deep beneath sea level can disintegrate if tall ice cliffs at the ice-ocean boundary start to collapse under their own weight. This process, called marine ice cliff instability, could lead to catastrophic retreat of sections of West Antarctica on decadal-to-century time scales. Here we use a model that resolves flow and failure of ice to show that dynamic thinning can slow or stabilize cliff retreat, but when ice thickness increases rapidly upstream from the ice cliff, there is a transition to catastrophic collapse. However, even if vulnerable locations like Thwaites Glacier start to collapse, small resistive forces from sea-ice and calved debris can slow down or arrest retreat, reducing the potential for sustained ice sheet collapse. 
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    Full Text Available 
  4. ; ; (, The 43rd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Virtual/Philadelphia, USA.)
    Olanoff, D.; Johnson, K.; Spitzer, S. M. (Ed.)
    Mathematics education needs measures that can be used to research and/or evaluate the impact of professional development for constructs that are broadly relevant to the field. To address this need we developed the Priorities for Mathematics Instruction (PMI) survey consisting of two scales focused on the constructs of Explicit Attention to Concepts (EAC) and Student Opportunities to Struggle (SOS) – which have been linked to increased student understanding and achievement. We identified the most critical assumptions that underlie the proposed interpretation and use of the scale scores and then examined the related validity evidence. We found the evidence for each assumption supports the proposed interpretation and use of the scale scores. 
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    Accepted Manuscript Full Text Available
  5. ; ; ; ; ; ; ; ; ; ; et al (, Superconductor Science and Technology)
    Full Text Available