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Editors contains: "Zolfaghari, M"

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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 46th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA))
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G (Ed.)
    Transitioning from a teacher education program to autonomous teaching is a complex process, fraught with challenges. This transition involves developing identities and teaching practices that allow novice teachers to reconcile the reformed teaching world of their teacher preparation program with the more traditional world of school teaching. In this paper, we follow the identity formation of one beginning teacher, Olive, by examining her narratives about her pedagogical actions as she transitions from being a pre-service teacher (PST) to being an intern (INT) to becoming a new teacher (NT). As PST, Olive’s narratives about her current and desired actions aligned with reform actions; as INT, a gap opened between her current traditional actions and desired reform actions; and as NT, the gap narrowed as she modified her desired narratives to more traditional ones. We discuss our findings and their scientific significance. 
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    Free, publicly-accessible full text available January 1, 2026
  3. ; ; (, Proceedings of the 46th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA))
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G (Ed.)
    Building on the theory of practical rationality, we explore how three beginning secondary mathematics teachers reconcile competing professional obligations, namely: disciplinary, individual, and institutional obligations. As these teachers transitioned from supervised teaching to teaching their own classrooms, they reconciled competing obligations and developed their own ideas about mathematics teaching and learning. The analysis revealed that it was only institutional obligation that conflicted with either disciplinary, or individual obligation, or with teachers’ own teaching preferences. No other two obligations appeared to clash. The conflict with institutional obligation was reconciled in favor of institutional obligation in less than 30% of instances. In the vast majority of cases, another obligation took precedence. 
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    Free, publicly-accessible full text available January 1, 2026
  4. ; ; (, Kent State University.)
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G (Ed.)
    We report partial analysis of a survey of instructors of undergraduate geometry courses for teachers, attending to how they described the nature of the mathematical work they engage students in and the opportunities to learn that students had. Analysis of latent construct correlations showed that engagement of students in inquiry into geometry was significantly associated with opportunity to learn about mathematical definitions and conjecturing and engagement of students in the study of geometry was significantly associated with opportunity to learn about axioms and about history of geometry. Latent variable means comparisons showed group differences in claimed opportunity to learn between instructors whose highest degree was in mathematics and those whose highest degree was in mathematics education. 
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    Free, publicly-accessible full text available November 30, 2025
  5. ; ; ; ; (, Proceedings of the 46th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kent State University.)
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G (Ed.)
    There are currently no large-scale assessments to measure algebraic conceptual understanding, particularly among college students with no more than an elementary algebra, or Algebra I, background. Here we describe the creation and validation of the Algebra Concept Inventory (ACI), which was developed for use with college students enrolled in elementary algebra or above. We describe how items on the ACI were administered and tested for validity and reliability. Analysis suggests that the instrument has reasonable validity and reliability. These results could inform researchers and practitioners on what conceptual understanding in algebra might look like and how it might be assessed. 
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    Free, publicly-accessible full text available November 11, 2025
  6. ; ; ; ; (, Kent State University)
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, GA (Ed.)
    Free, publicly-accessible full text available November 7, 2025
  7. ; (, PME-NA)
    Kosko, K; Caniglia, J; Courtney, SA; Zolfaghari, M; Morris, GA (Ed.)
    Free, publicly-accessible full text available November 7, 2025
  8. ; ; ; ; ; (, Kent State University)
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G (Ed.)
    Free, publicly-accessible full text available November 7, 2025
  9. ; ; ; ; ; (, Proceedings of the 46th annual meeting for the North American Chapter for the Psychology of Mathematics Education.)
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G (Ed.)
    Free, publicly-accessible full text available November 7, 2025
  10. ; ; ; ; ; (, Kent State University)
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G (Ed.)
    Free, publicly-accessible full text available November 7, 2025