skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 1

Search for: All records

Creators/Authors contains: "Matranga, A"

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. ; ; ; (, Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol 1).)
    Lamberg, T; Moss, D (Ed.)
  2. (, Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    This paper reports on a correlation analysis of two cohorts of mathematics teachers’ patterns of participation in online asynchronous discussions and their persistence in a sequence of professional development workshops. Findings indicate that increased access to colleagues’ knowledge resources and more frequent dispersion of these resources across the social network related to persistence. We discuss how variations in the design of our online workshops may have impacted teachers’ potential to persist in the professional development. The findings have implications for network-based instructional strategies that could increase mathematics teachers’ potential to persist in online professional developments. 
    more » « less
    Accepted Manuscript Full Text Available
  3. ; (, Proceedings of the 43rd Annual Meeting of PME-NA)
    Olanoff, D.; Johnson, K.; Spitzer, S.M. (Ed.)
    Understanding how to design online professional development environments that support mathematics teachers in developing mathematical and pedagogical knowledge is more important than ever. We argue that productive social and sociomathematical (SM) norms have benefits for teachers learning mathematics in online asynchronous collaboration and that particular patterns in interactions can create context for the emergence of such norms. We employed social network analysis to compare the emerging social networks of two iterations of an online asynchronous professional development course focused on functions to understand whether particular scaffolds can support the emergence of specific patterns of interactions. Results suggest that evidence-based noticing and wondering can impact the “small world” properties of a social network and associated potential for the emergence of social and SM norms. 
    more » « less
    Accepted Manuscript Full Text Available