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Award ID contains: 2201164

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  1. ; ; ; ; ; ; ; (, 15th International Congress on Mathematics Education. Sydney)
    Two case studies are presented to demonstrate the importance of intentionally utilizing subject matter expert and psychometrician expertise throughout the development process for cognitive and affective mathematical instruments. While the cases are unique, both empirically support the need for continued and thoughtful collaborative efforts during mathematical instrument development to produce meaningful measures. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; (, Proceedings for the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lamberg, T; Moss, D (Ed.)
    Mathematics teachers make numerous decisions that form lessons that in turn greatly influence what students learn. In making these decisions, teachers rely on their curricular reasoning (CR) to decide on what mathematics to teach, how to structure their lesson, and what problems or tasks to use to achieve their lesson goals. However, teachers differ with respect to the sophistication of their CR and the diversity of CR aspects used in their reasoning. In this paper, we detail two ways to classify teachers’ CR: a leveled approach to capture the increasing sophistication of teachers’ CR, and a heat map approach that highlights the extent to which teacher use various CR aspects in their planning. These methods provide stakeholders avenues by which CR can be studied and that teachers’ CR abilities can be further developed. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; (, Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lamberg, T; Moss, D (Ed.)
    Curriculum, Instructional Vision, Research Methods 
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    Accepted Manuscript Full Text Available