Presentations and Workshops

2012

  • Symposium: Enabling Expressive Mathematical Discourse in Technology-Enhanced Classrooms
    NEERO
    Sheraton Portsmouth - Thaxter Room
    Portsmouth, NH
    Friday, May 4th 2012
    Presentations:
    - Stephen Hegedus* & Beste Güçler*, Kaput Center, UMass Dartmouth, "Frameworks to Design and Analyze Technology-Enhanced Learning Environments"
    - Ryan Robidoux*, Kaput Center, UMass Dartmouth, "Analyzing Expressive Mathematical Discourse in Multi-Modal Learning Environments with Young Learners"
    - Sara Dalton*, Kaput Center, UMass Dartmouth, "Assessing Learning and Participation in Advanced Algebra Classroms"
    - Corey Brady*, Inquire Learning LLC, Discussant
    (11:00am - 12:30pm)
    We address the mathematics of change and variation a core school mathematics strand (NCTM, 2000) that is representationally demanding, that is studied at many levels by all students and that can serve to energize and contextualize the core ideas of algebra and geometry in ways that lay a conceptual base for advanced mathematics to be learned by all students in the future (Kaput & Roschelle, 1998)
    • Download Presentation: (PDF)

  • 3-5 Gallery Workshop: Building Common Core Mathematical Practices through Early Algebra
    NCTM 2012
    Pennsylvania Convention Center Ballroom A
    Philadelphia, PA
    Friday, April 27th 2012
    - Maria Blanton*, TERC
    - Angela Murphy Gardiner, TERC
    - Timothy Marum, TERC
    (8:30 - 10:00am)
    The Common Core State Standards (CCSS) identifies eight mathematical practices that all students should acquire. Early algebra offers a powerful way to build these practices in grades K–8. Examine research-based early algebra activities, their effectiveness in grades 3–5, and their connections to CCSS mathematical practices.
  • 9-12 Gallery Workshop: Combining Students' Work Through Wireless Connectivity to Form New Functions
    NCTM 2012
    Pennsylvania Convention Center 113C
    Philadelphia, PA
    Thursday, April 26th 2012
    - Sara K. Dalton*, Kaput Center, UMass Dartmouth
    - Stephen Hegedus*, Kaput Center, UMass Dartmouth
    - Cathleen Marchessault, Dartmouth High School
    (3:00pm - 4:30 pm)
    Use networked technology to enable students to build quadratic functions where each group member controls a different coefficient up front, independently and collectively. A surprise arises when they combine functions by addition, creating a new function. The speakers will promote connections, communication, and reasoning across representations.
    Objectivies: Attendees will participate in activities designed to investigate the role of each coefficient of a quadratic function: the constant term, linear term, and quadratic term. Participants will use specific software that incorporate wireless connectivity to build a function that the teacher an collect and display. Participants will see how their functions are combined via addition to create a new function! Further, each individual component of the new function can be edited from the participant's seat.
    • Download Presentation: (PDF)
  • Working Session: Aligning Early-Algebra Learning Progressions and Assessments in Grades 3–8
    NCTM 2012 Research Presession
    Philadelphia Marriott Downtown, Franklin Hall 5
    Philadelphia, PA
    Wednesday, April 25th 2012
    - Ana Stephens
    - Maria Blanton*, TERC
    - Eric Knuth*, University of Wisconsin
    - Angela Murphy Gardiner, TERC
    - Timothy Marum, TERC
    - Isil Isler, University of Wisconsin
    (3:00 - 4:30pm)
    This working session will engage participants in critically examining grades 6–7 assessment items designed to measure students' understandings of some of the "big ideas" of early algebra. Conjectured early-algebra learning progressions for grades 3–8 will frame the examination and subsequent discussion.
  • Interactive Paper Session: Multiple Representations in a Communication-Enhanced Environment
    NCTM 2012 Research Presession
    Philadelphia Marriott Downtown, Franklin Hall 13
    Philadelphia, PA
    Wednesday, April 25th 2012
    - Stephen Hegedus*, Kaput Center, UMass Dartmouth
    - Sara K. Dalton*, Kaput Center, UMass Dartmouth
    - Kaitlyn Walsh, Greater New Bedford Regional Vocational Technical High School
    (10:30am - 12:00pm)
    We report on a cluster randomized trial implementing SimCalc MathWorlds¨ in Algebra 2 classrooms across six districts in Massachusetts as part of a five study program of longitudinal research across four years. We discovered that non-honors students can learn more complex mathematical ideas in Algebra 2 particularly related to reasoning across multiple representations. This aligns with the NCTM's priority area of instructional interventions.
  • Poster: Making Sense of Double Number Lines
    NCTM 2012 Research Presession
    Philadelphia Marriott Downtown, Salon I/J/K/L 2
    Philadelphia, PA
    Tuesday, April 24th 2012
    - Rachael Eriksen Brown
    - Chandra Orrill*, Kaput Center, UMass Dartmouth
    (4:45pm - 6:00pm)
  • Interactive Paper Session: Multi-Modal Mathematical Investigations with 4th Graders
    NCTM 2012 Research Presession
    Philadelphia Marriott Downtown, Franklin Hall 13
    Philadelphia, PA
    Tuesday, April 24th 2012
    - Ryan Robidoux*, Kaput Center, UMass Dartmouth
    - Stephen Hegedus*, Kaput Center, UMass Dartmouth
    - Beste Güçler*, Kaput Center, UMass Dartmouth
    (3:00pm - 4:30pm)
    We are investigating the impact of integrating a popular dynamic geometry environment with haptic devices, which allow users to not only see and manipulate geometric figures on a screen but also feel, through force-feedback, and touch via direct contact with a screen, the result of interacting with such objects. We report preliminary findings of how young children can yield expressive language that is intimately connected to the mathematical concepts being presented. This is linked to the NCTM's priority area of instructional interventions.
  • Invited Session: Changing Mathematics Education with Technology Through Research in Schools
    AERA 2012
    Vancouver Convention Center/West Room 118-120
    Vancouver, British Columbia, Canada
    Tuesday, April 17th 2012
    Papers presented:
    - Jeremy Roschelle*, SRI International, "Complementary Results from Multi-Institutional, Multimethod Research on Scaling-Up SimCalc"
    - Stephen Hegedus*, Kaput Center, UMass Dartmouth, "Design Research Implementing Multimodal Curriculum into Schools: Dynamic Representation, Connectivity, and Haptics"
    - Beste Güçler*, Kaput Center, UMass Dartmouth, "The Evolution of Mathematical Discourse in Technology-Rich Classrooms"
    - Nicole Shechtman, SRI International, "Advancing Measurement of Student Learning and Engagement"
    - Philip Vahey*, SRI International, "Harnessing Research in the SunBay and Cornerstones Programs: Putting Results to Use in Real Schools"
    (8:15am - 10:15am)
    The SimCalc Program of research has yielded a coherent body of empirical resultsin the important area of enabling diverse students to learn advanced mathematics. At the core of the program, the many institutions and researchers involved share commitments to particular uses of technology in mathematics education, to the need to re-organize curriculum to take best advantage of that technology, and to integrate both technology and curriculum with professional development. Further, all share a commitment to conducting programmatic research, evaluation, and assessment work in schools. This session will share a sampling of the variety of advances arising from the SimCalc Program, including experimental results, design research, methodological contributions, measurement considerations, and progress in scaling up in more schools.
  • Symposium Session: Learning Mathematics Through Networked Classroom Activities: 10 Years of Progress? SIG-Research in Mathematics Education
    AERA 2012
    Sheraton Wall Centre, Floor Grand Ballroom Level, North Grand Ballroom D
    Vancouver, British Columbia, Canada
    Sunday, April 15th 2012
    Session Participants:
    - Chair: Jeremy Roschelle*, SRI International;
    - Sarah Davis*, National Institute of Education, Nanyang Technological University, "Creativity: Pedagogical Moves in a Generative Classroom"
    - Tobin White*, University of California - Davis, "Collaboration: Activity Designs and Pedagogy to Enhance Small-Group Learning"
    - Nancy Ares*, University of Rochester, "Missing Resources for Learning in Network-Supported Mathematics Learning?"
    - Walter Stroup*, University of Texas - Austin & Vinh Pham, Landmark College, "Methodogy: Inclusive Regression Discontinuity Designs in Analyses of the Effectiveness of Middle-School Mathematics Intervention"
    - Guadalupe Carmona*, University of Texas - Austin, "Assessment Design: Network-Based Environments as and for Formative Assessment and Evaluation of Student Thinking"
    - Discussant: Stephen Hegedus*, Kaput Center, UMass Dartmouth
    - Discussant: A. Louis Abrahamson, The Better Education Fdtn
    (8:15am - 10:15am)
    A landmark symposium, held at PME-NA in 2002, opened with the sentence " New theorectical, methodological, and design frameworks for engaging classroom learning are provoked and supported by the highly interactive and group-centered capabilities of a new generation of classroom-based networks." Since that time, researchers have used the new technology affordances to design activities, software, and pedagogies to structure productive learning experiences. This symposium, 10 years later, aims to (1) review and reflect on the major research findings (2) present and discuss refinements to theory (3) share and cross-fertilize design frameworks and (4) raise and debate the important issues that lie ahead. Perspectives ranging from design to discourse to methodology and evaluation will be represented and engaged in panel discussion.
  • Symposium Session: Innovations in STEM Education Evaluation: Enhancing the Quality of Evidence Available to Assess the Impacts of Research Portfolios
    AERA 2012
    Marriott Pinnacle, Floor Third Level, Pinnacle III
    Vancouver, British Columbia, Canada
    Friday, April 13th 2012
    Session Participants:
    - James S. Dietz, National Science Foundation, "Using Bibliometric Data for Program Evaluation: A Citation Analysis of the National Science Foundation’s Program on Research and Evaluation on Education in Science and Engineering"
    - Barbara Schneider, Michigan State University, "Developing a Rubric for Assessing the Methodological Rigor of Research Portfolios: Insights From a Pilot Project"
    - Janice M. Earle, National Science Foundation, "Advancing Innovations in STEM Education Evaluation: Program, Portfolio, and Project Evaluation Initiatives in the National Science Foundation’s Education and Human Resources Directorate"
    - Chair: Finbarr Sloane*, Arizona State University
    - Discussant: Finbarr Sloane*, Arizona State University
    - Discussant: Stephen Hegedus*, Kaput Center, UMass Dartmouth
    (2:15 - 3:45pm)
    Efforts to establish the impacts of portfolios of funded research are consistent with broader evidence and accountability movements which seek to provide innovative and robust indicators of impact to inform strategic planning across the educational research, planning, policy-making and professional communities. However considerable challenges can be encountered in devising appropriate metrics and approaches for undertaking such evaluations, particularly when the portfolios incorporate diverse and innovative investigations at various stages in the research and development cycle. This symposium presents insights from three recent NSF initiatives to advance innovations in STEM education evaluation, and enhance the quality of evidence available to assess the impacts of portfolios of research.

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