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: "Staples, Megan"

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. ; ; ; (, Conference Proceedings PME NA)
    Lamberg, Teruni; Moss, Diana (Ed.)
    Building Thinking Classrooms (Liljedahl, 2021) provides teachers with a new method of designing and sequencing tasks called “thin slicing,” which emerged from variation theory. The results of the present study indicate that an analysis of the dimensions and ranges of variation within such a task offers insights into learning opportunities available. Specifically, identifying instances where variation has not been adequately positioned against a background of sameness can highlight potentially limited opportunities for students to notice the intended mathematics. The results of this analysis can inform design decisions and modifications to the task before implementation increasing the potential of the task to support student learning. 
    more » « less
    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; (, Proceedings of the forty-fifth annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, vol. 1)
    Lamberg, Teruni; Moss, Diana (Ed.)
    While proving, and more broadly conceived “reasoning and sense-making,” have received a great deal of attention in mathematics education research over the past three decades, recently scholars have argued for the importance of justification as a learning and teaching practice. As teachers work toward realizing goals for more equitable classroom environments, little is known about whether teachers’ conceptions about mathematical practices, such as justification, reflect an understanding of how students’ engagement in those practices can support more than just mathematical achievement. In this paper, we present findings from our analysis of interviews with 10 secondary mathematics teachers engaged in participatory action research to explore connections, and potential disconnections, between teachers’ conceptions of justification and their visions for equitable instruction. 
    more » « less
    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; (, Psychology of Mathematics Education - North American Chapter)
    Lamberg, Teruni; Moss, Diana (Ed.)
    The process of proving, and more broadly conceived “reasoning and sense-making,” has received a great deal of attention in mathematics education research over the past three decades. Recently, scholars have argued for the importance of justification as a learning and teaching practice. As teachers work toward realizing goals for more equitable classroom environments, little is known about whether teachers’ conceptions about mathematical practices, such as justification, reflect an understanding of how students’ engagement in those practices can support more than just mathematical achievement. In this paper, we present findings from our analysis of interviews with 10 secondary mathematics teachers engaged in participatory action research to explore connections, and potential disconnections, between teachers’ conceptions of justification and their visions for equitable instruction. 
    more » « less
    Accepted Manuscript Full Text Available