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Editors contains: "Morris, G A"

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  1. ; ; (, Kent State University)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    This paper presents an initiative aimed at integrating tailor-made micro-programming environments (MPEs) into middle school mathematics education to foster student learning and enhance computational thinking skills. We examine the effectiveness of MPEs in engaging students in computational thinking, aligning with mathematical practice standards, and usability in promoting interdisciplinary connections between mathematics and computing in the middle school setting. Findings suggest MPEs can advance computational thinking skills and enrich lesson alignment with educational standards. Most participants indicated approval of integrating MPEs into middle school classrooms. 
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    Free, publicly-accessible full text available November 7, 2026
  2. ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.)
    Kosko, KW; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    Free, publicly-accessible full text available November 11, 2025
  3. ; ; ; ; ; ; (, Kent State University)
    Kosko, K W; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G A (Ed.)
    Free, publicly-accessible full text available November 7, 2025
  4. ; ; ; ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    Experiential learning represents a shift in K-12 education that requires teachers to change the ways that they engage students. We created a professional development experience in which teachers learned about the entrepreneurial-based design challenges we developed (Authors, 2019) and practiced implementing teacher check-ins with students participating in our summer camp. In this paper, we conduct a case study to explore how three teachers used teacher discourse moves during their teacher check-ins. We found three types of teacher-student interactions: (a) positioning students as experts, (b) co-designing with students, and (c) pushing students towards an outcome. These findings suggest that teacher professional development for experiential learning should intentionally support teachers in learning how to employ the moves during teacher check-ins in ways that elevate student expertise and advance their thinking. 
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    Free, publicly-accessible full text available November 10, 2025
  5. ; ; ; ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    At the core of engaging students in mathematics is having them use their mathematical knowledge to solve personally relevant and authentic problems. We have created entrepreneurial-based design challenges (Confrey, et al., 2019) that engage students in rich mathematics. In this paper, we report on 30 students participating in one such challenge. Students were tasked with designing a business that helps users change unwanted behaviors or develop new healthy habits through tracking and visualizing their progress. We present results to show how the challenge provided opportunities for student autonomy in their solutions and in the mathematics they utilized. 
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    Free, publicly-accessible full text available November 10, 2025
  6. ; ; ; (, Kent State University)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    The “Power of Computational Thinking in Mathematics and Data Science Education” working group held its inaugural meeting at PME-NA 45 in Reno, Nevada. The skills and practices of CT can empower teachers to emphasize abstraction, automation, modeling, and simulations as their students investigate relationships in mathematics and data science. The focus of the three sessions was to advance conversations about the integration of CT in mathematics and DS education with aims to launch new collaborations. Our overarching goal of providing more equitable access to authentic mathematical problem solving through guided the design and facilitation of the working group sessions. Participants experienced three CT-integrated data science tasks on Day 1, created working visuals of the synergies across the disciplines on Day 2, and proposed directions for future research on Day 3. 
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    Free, publicly-accessible full text available November 7, 2025
  7. ; ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    We examined teachers’ development of adaptive expertise of mathematics language routines (MLRs) as they engaged in Studio Day professional learning focused on the MLR Compare and Connect. We collected video data from pre- and post-Studio Day meetings, as well as debriefs and their lesson enactments. We analyzed the data using three dimensions of adaptive expertise: flexibility, deeper level of understanding, and deliberate practice. We share a case study of a teacher exhibiting dimensions of adaptive expertise during the Studio Day Cycle through the use of a gallery walk. The teacher’s enactment of the MLR Compare and Connect provides an image of a teacher’s adaptive expertise of this MLR and helps us understand these MLRs and how teachers use and make sense of them in their instruction. 
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    Free, publicly-accessible full text available November 7, 2025
  8. ; ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    Our work uses Studio Day Cycles (Von Esch & Kavanagh, 2018) focused on the integration and development of mathematics language routines (MLRs; Zweirs et al., 2017). Our conceptual framework draws on two key ideas: communities of practice (Lave & Wenger, 1991) and teacher communities (CoP; Grossman et al., 2001). We discuss each and how they interact with each other. Therefore, our research question was: How, if at all, did a Studio Day Cycle establish a teacher learning community to support teachers to engage in reflection around use of the MLRs? 
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    Free, publicly-accessible full text available November 7, 2025
  9. ; ; ; ; ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    Engaging teachers in reflective practices is recognized as a crucial component of their adaptive expertise development. Drawing on this perspective of adaptive expertise development, we qualitatively examined how the design and structure of a Studio Day professional learning cycle afforded opportunities for reflective practice for secondary in-service mathematics teachers. We found that small group reflections, immediate reflections-on-action, and the use of videos afforded notable instances of reflective practices throughout the Studio Day Cycle that supported teachers’ development of adaptive expertise of equity-based, language-responsive teaching. We suggest that Studio Day Cycles are one avenue to better support in-service teachers’ development of adaptive expertise of mathematics language routines and multilingual learner core practices. 
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    Free, publicly-accessible full text available November 7, 2025
  10. ; ; ; ; ; (, PMENA)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    Free, publicly-accessible full text available November 1, 2025