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

Editors contains: "K. Johnson"

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 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. 
    more » « less
    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. 
    more » « less
    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
  5. ; ; ; ; (, Proceedings of the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    D. Olanoff; K. Johnson; & S. Spitzer (Ed.)
    Accepted Manuscript Full Text Available
  6. ; ; (, 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; S. Spitzer (Ed.)
    To examine differences in dimensions of :MKT observable in different creation mediums for teacher-created representations of practice, we analyzed 54 representations of practice (pairs of 27 video and 27 written) created by 27 PSMTs. We found 7 pairs where we observed higher MKT in the video than in the written representation of practice created by the same PSMT. We found 0 cases where we obse1ved higher MKT in the written as compared to the video representation of practice. We examined these 7 pairs for qualities characterizing the pairs as a set. We use findings to problematize issues central to mathematics teacher education: how mathematics is conceptualized, and how representations of practice are used as assessment of dimensions of teachers' MKT. 
    more » « less
    Accepted Manuscript Full Text Available
  7. ; ; ; (, 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; S. Spitzer (Ed.)
    Professional development (PD) that supports faculty in teaching courses for prospective secondary teachers, especially courses focused on mathematical knowledge for teaching, are largely absent from higher education, despite the need to improve instruction in these courses. This study examines a novel PD program whose structure was inspired by rehearsals (Lampert et al., 2013). We analyzed PD discussions throughout the year using an instructional triad framework, and we interpreted the PD structure using Clarke and Hollingsworth’s (2002) Interconnected Model for Professional Growth. We suggest that a rehearsal-inspired pedagogy offered opportunities for faculty growth in attending to student contributions. 
    more » « less
    Accepted Manuscript Full Text Available