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Editors contains: "Lischka, Alyson"

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  1. ; ; ; (, Psychology of Mathematics Education North American Chapter)
    Lischka, Alyson; Dyer, Elizabeth; Jones, Ryan Seth; Lovett, Jennifer; Strayer, Jeremy; Drown, Samantha (Ed.)
    We present an interview study of 6th grade math and science teachers’ expressed goals for engaging their students with data. We explored this across disciplinary boundaries to contribute to a body of knowledge that can support the development of a more coherent experience for students across math and science classes. Our teachers were all highly motivated to engage their students with data, and all wanted their students to see things with their data models. However, we observed consequential differences in the kinds of things they wanted students to see. Here we describe these differences and discuss potential implications for practice. 
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  2. ; ; ; (, PROCEEDINGS OF THE 44TH ANNUAL MEETING OF THE NORTH AMERICAN CHAPTER OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION)
    Lischka, Alyson E.; Dyer, Elizabeth B.; Jones, Ryan Seth; Lovett, Jennifer N.; Strayer, Jeremy; Drown, Samantha. (Ed.)
    This report is part of a larger, longitudinal study focusing on the development of equity-related knowledge, beliefs, and practice across 68 individuals and five teacher preparation programs. In this brief report, we seek to unpack the ways five preservice and beginning mathematics teachers think about equity, especially as it relates to their current and future teacher practice. Analysis of interview data from these participants suggest as many as twelve different aspects of equity reflected in their thinking, as well as multiple actions teachers could take to promote equity including raising expectations, rejecting deficit views, and using complex instruction. 
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    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, Alyson; Dyer, Elizabeth B.; Jones, Ryan Seth; Lovett, Jennifer N.; Strayer, Jeremy; Drown, Samantha (Ed.)
    This research report analyzes the process of engaging 18 youth in urban emergent communities to enact Digital Mathematics Storytelling to explore their mathematics identities. The youth, in grades 7-11, engaged in the process of crafting and sharing their digital mathematics stories within two week long summer camps. Using a Participant and (Re)design Research Methodology, the research team explored how the constructs of Digital Storytelling, Mathematics Identity, and Storytelling can help us better know how to craft experiences that connect to youth knowledge. 
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    Accepted Manuscript Full Text Available