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Editors contains: "D. Olanoff, K. Johnson"

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  1. (, Proceedings of the 43rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    D. Olanoff, K. Johnson (Ed.)
    Productive use of student mathematical thinking is a critical yet incompletely understood aspect of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four subpractices that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first subpractice, establish. Based an analysis of secondary mathematics teachers’ enactments of building, we describe two critical components—make precise and make an object—as well as important subtleties of the establish subpractice. 
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    Accepted Manuscript Full Text Available
  2. (, Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    D. Olanoff, K. Johnson (Ed.)
    This study explores elementary teachers’ use of mathematics curricular resources before and during COVID-19. We administered a survey to a national sample of third through fifth grade teachers. The findings show the prevalence and increased use of teacher-created materials during the pandemic. This has implications for researchers and administrators as they consider how to best support teachers in designing their own curricular materials, especially for diverse learning contexts. 
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    Accepted Manuscript Full Text Available
  3. (, Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.)
    D. Olanoff, K. Johnson (Ed.)
    Accepted Manuscript Full Text Available
  4. (, Proceedings of the 43rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    D. Olanoff, K. Johnson (Ed.)
    Productive use of student mathematical thinking is a critical yet incompletely understood aspect of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four subpractices that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first subpractice, establish. Based an analysis of secondary mathematics teachers’ enactments of building, we describe two critical components—make precise and make an object—as well as importantsubtleties of the establish subpractice. 
    more » « less
    Accepted Manuscript Full Text Available