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Editors contains: "Marchionda, H."

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  1. (, Proceedings for the 48th Annual Meeting of the Research Council on Mathematics Learning)
    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. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; (, Research Council on Mathematics Learning)
    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
    Accepted Manuscript Full Text Available
  3. ; (, Proceedings of the 48th Annual Meeting of the Research Council on Mathematics Learning)
    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. 
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    Accepted Manuscript Full Text Available