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

Award ID contains: 2116187

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-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.)
    Kosko, KW; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    Free, publicly-accessible full text available November 11, 2025
  2. ; ; ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Research has highlighted that actively involving students during instruction can lead to positive outcomes for students. However, college mathematics instructors may need support to develop the knowledge and skills necessary to effectively implement this type of instruction. This study looks at how college algebra instructors in a grant-supported professional learning community (PLC) focus on different aspects of their own and others’ teaching. We leverage the instructional triangle as an analytical framework to characterize the foci of participants’ observations. We analyzed PLC meetings where participants reported on specific aspects of each other’s observed classes. Our analysis revealed that instructors each had a primary focus that drove their observations. We anticipate these different foci will inform future PLC meetings and lead to new questions about instructor thinking, and to continued development of the instructional triangle. 
    more » « less
    Accepted Manuscript Full Text Available
  3. ; ; (, 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. N.; Strayer, J.; Drown, S. (Ed.)
    College mathematics instruction that leverages evidence-based instructional practices, such as productive group work, can lead to many positive outcomes for students. In order to support instructors in adopting more evidence-based instructional practices, it is important to understand what barriers and drivers can impact their decision to implement such practices. In this study, we interviewed four introductory mathematics instructors teaching the same course in order to understand, in context, what aspects served as barriers and drivers. Transcripts were analyzed using thematic analysis. Initial results highlight how course coordination and weekly project meetings served as drivers, and the impact of the pandemic was seen as both a driver and a barrier to implementing evidence-based instructional practices. 
    more » « less
    Accepted Manuscript Full Text Available