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Award ID contains: 1920538

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  1. ; ; ; ; ; (, Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education)
    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; ; (, The Journal of Mathematical Behavior)
    Full Text Available 
  3. ; (, ZDM – Mathematics Education)
    Full Text Available 
  4. ; ; ; ; ; (, Journal for Research in Mathematics Education)
    Generalizing is a critical aspect of mathematics learning, with researchers and policy documents highlighting generalizing as a core mathematical practice. It can also be challenging to foster in class settings, and teachers need access to better resources to teach generalizing, including an understanding of effective forms of instruction. This article proposes Classroom Supports for Generalizing (CSGs), investigating how multiple elements—such as tasks, teacher moves, student interactions, and representations—interact to meaningfully foster student generalizing. Drawing on class video data from a middle school teacher and two high school teachers, we present the CSG Framework, which identifies three categories of supports: Interactions for Generalizing, Structures for Generalizing, and Routines for Generalizing. 
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  5. (, The Journal of Mathematical Behavior)
    Full Text Available 
  6. ; (, ZDM – Mathematics Education)
    Full Text Available 
  7. ; (, ZDM – Mathematics Education)
    Full Text Available 
  8. ; ; ; (, Cognition and Instruction)
    Full Text Available 
  9. ; ; (, The Journal of Mathematical Behavior)
    Full Text Available 
  10. (, 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. (Ed.)
    Accepted Manuscript Full Text Available