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Editors contains: "Spitzer, S.M."

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  1. ; (, Proceedings of the 43rd Annual Meeting of PME-NA)
    Olanoff, D.; Johnson, K.; Spitzer, S.M. (Ed.)
    Understanding how to design online professional development environments that support mathematics teachers in developing mathematical and pedagogical knowledge is more important than ever. We argue that productive social and sociomathematical (SM) norms have benefits for teachers learning mathematics in online asynchronous collaboration and that particular patterns in interactions can create context for the emergence of such norms. We employed social network analysis to compare the emerging social networks of two iterations of an online asynchronous professional development course focused on functions to understand whether particular scaffolds can support the emergence of specific patterns of interactions. Results suggest that evidence-based noticing and wondering can impact the “small world” properties of a social network and associated potential for the emergence of social and SM norms. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; (, Proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D.; Johnson, K.; Spitzer, S.M. (Ed.)
    Accepted Manuscript Full Text Available
  3. ; ; ; (, Proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D.; Johnson, K.; Spitzer, S.M. (Ed.)
    Accepted Manuscript Full Text Available
  4. ; ; ; (, Proceedings of the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D.; Johnson, K.; Spitzer, S.M. (Ed.)
    Accepted Manuscript Full Text Available
  5. ; ; (, Proceedings of the 43rd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D.; Johnson, K.; & Spitzer, S.M. (Ed.)
    This work seeks to understand the emergent nature of mathematical activity mediated by learners’ engagement with multiple artifacts. We explored the problem solving of two learners as they aimed to make sense of fraction division by coordinating meanings across two artifacts, one being a physical manipulative and the other a written expression of the standard algorithm. In addressing the question, “How do learners make sense of and coordinate meanings across multiple representations of mathematical ideas?” we took an enactivist perspective and used tools of semiotics to analyze the ways they navigated the dissonance that arose as they sought to achieve harmony in meanings across multiple representations of ideas. Our findings reveal the value of such tool-mediated engagement as well as the complexity of problem solving more broadly. Implications for learning mathematics with multiple artifacts are discussed. 
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    Accepted Manuscript Full Text Available