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Bateiha, S. and
(Ed.)
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Bateiha, S.; Cobbs, G. (Ed.)This study highlights parents’ linguistic capital and how they use specific languaging practices to facilitate their child’s learning. One bilingual family used multiple languages to facilitate their son’s learning through two mathematical tasks. Using Dominguez’ conceptual framework of bilingualism, we analyzed these conversations to look for natural units of communication and its relation towards their problem solving goals. The data shows the family would switch from English to Spanish to help their child surpass several barriers during their mathematical activities. Leveraging bilingual languaging practices can counter the deficit lens with which minoritized students are typically viewed.more » « less
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Bateiha, S.; Cobbs, G. (Ed.)Recent research on instructional vision offers new insights into the challenges of systemic coherence when implementing educational innovations at scale. In this paper, we retrospectively examine the work of our statewide partnership of mathematics education leaders for implementing new state mathematics standards. we identify three categories of designs that improved coherence during implementation and highlight the role of instructional vision in each.more » « less
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Marchionda, H.; Bateiha, S. (Ed.)The purpose of this study was to investigate fourth-grade students’ sensemaking of a word problem. Sensemaking occurs when students connect their understanding of a situation with existing knowledge. We investigated students’ sensemaking about a word problem by comparing students’ strategy use. Inductive analysis was used to find themes about student sensemaking. Students exhibited one of three levels of sensemaking. Some problem-solving strategies, as a result of students’ sensemaking, led to a greater frequency of correct results.more » « less
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Marchionda, H; & Bateiha, S. (Ed.)The purpose of this study was to investigate fourth-grade students’ sensemaking of a word problem. Sensemaking occurs when students connect their understanding of a situation with existing knowledge. We investigated students’ sensemaking about a word problem by comparing students’ strategy use. Inductive analysis was used to find themes about student sensemaking. Students exhibited one of three levels of sensemaking. Some problem-solving strategies, as a result of students’ sensemaking, led to a greater frequency of correct results.more » « less
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Marchionda, H.; Bateiha, S. (Ed.)The Mathematical Education of Teachers II report by the Conference Board of the Mathematical Sciences (2012) recommends that undergraduate programs enhance prospective secondary mathematics teachers’ (PSMTs) understanding of connections between the advanced undergraduate mathematics content and the mathematics they will teach. This paper examines the connections to teaching made by one instructor and one undergraduate PSMT after implementation of two calculus lessons aimed at supporting connections to teaching. Each lesson embedded approximations of practice tasks in the learning of calculus content. Findings suggest that these lessons enabled both deepening mathematical content knowledge and insight into the work of teaching.more » « less
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