Presentations and Workshops


  • Workshop: Dynamic Activities for Exploring Proportional Reasoning
    2014 Connecticut STEM Conference
    Connecticut Science Center
    Hartford, CT
    Monday, October 6th 2014
    - Robert Nanna*, Kaput Center, UMass Dartmouth
    - Gili Nagar*, Kaput Center, UMass Dartmouth
    (2:30pm - 3:30 pm)
    In Dynamic Activities for Exploring Proportional Reasoning, we offer a hands-on workshop that uses The Geometer's Sketchpad to explore and study proportional reasoning. Our workshop is unique and builds from emerging research findings; we will provide recommendations and resources developed by Dr. Chandra Orrill at the Kaput Center at the University of Massachusetts Dartmouth related to effective teaching and learning in STEM disciplines across grades PK-20. The findings from the research guided us to design exploratory activities for teachers with the focus on the intersections between proportional reasoning and similarity. Although these concepts are often taught as separate units in the classroom, they are deeply related to one another. In our activities, teachers will be engaged with objects in Sketchpad. We will use the dynamic capabilities of the iPad to interact with these objects to make sense of the mathematical relationships between them. We will also examine new ways to develop aspects of reasoning and proof with technology. These activities take teachers from a set of symbols, through visualization to use their sense to actually touch mathematics! Participants will be provided with set of GSP sketches that they can use in their own classrooms.

  • Short Oral Presentation: Estimation strategies of young children using multitouch technology
    Psychology of Mathematics Education (PME) 38th Annual Conference
    Vancouver, Canada
    Wednesday July 16th 2014, 4:10pm - 5:10pm
    - Stephen Hegedus*, Kaput Center, UMass Dartmouth
    - Yenny Otalora*, Kaput Center, UMass Dartmouth
    This study examined young children's mathematical explorations for generating strategies of area measurement using dynamic geometry software with multi-touch technology in elementary school classrooms. The dynamic multi-touch technology was found to be a meditational tool that facilitated children's mathematical representations and collaborative construction of a variety of area estimation strategies that reflected their geometry knowledge and reasoning.
  • Discussion Group: The affordances and constraints of multimodal technologies in mathematics education
    Psychology of Mathematics Education (PME) 38th Annual Conference
    Vancouver, Canada
    Wednesday July 16th 2014, 1:30pm - 3:00pm
    - Stephen Hegedus*, Kaput Center, UMass Dartmouth
    - Yenny Otalora*, Kaput Center, UMass Dartmouth
    - Lulu Healy, Bandeirante University of Sao Paulo
    - Nathalie Sinclair, Simon Fraser University
    The goal of the discussion group is to explore the potentialities of implementing multimodal technologies in mathematics education. Multimodal technologies have evolved in various disciplines and applications with increasing use in education particularly in early learning and special needs education. The discussion is focused on how three specific technologies that allow students to use touch, audio or visual representations, might be implemented in formal and informal settings to understand mathematical concepts and which are their perceived benefits and limitations for learning.
  • Paper Session: The intersection of student achievement and personal confidence
    Grand Summit Resort Hotel - Raponda Central
    Mount Snow, West Dover, VT
    Friday, May 2th 2014
    (11:00am - 12:30pm)
    - Stephen Hegedus* Kaput Center, UMass Dartmouth
    - John Tapper, University of Hartford
    • Download Presentation: (PDF)
  • Symposium: How do middle grades teachers recognize proportional relationships?
    National Council of Teachers of Mathematics (NCTM) 2014 Research Conference
    New Orleans, LA
    Wednesday, April 9th 2014
    - Chandra Orrill*, Kaput Center, UMass Dartmouth & Allan Cohen, University of Georgia, "Purpose and conceptualization: The challenges of operationalizing best practices from psychometrics for measuring teacher knowledge"
    We examine two fundamental questions for assessment development that relate to the Student Models in ECD: (a) What is the purpose of the assessment? and (b) What is the conceptualization of the domain being assessed? These questions should drive any assessment development effort. To illustrate the complexity of addressing these two questions, we draw from several ongoing assessment development efforts. For the first question, we specifically unpack how the conception of the nature of knowledge can impact not only the purpose, but also the psychometric models used. For the second question, we draw on assessments of teacher knowledge to discuss the relationship between the conceptualization of the domain of teacher knowledge and the kinds of items that were developed in each assessment. We argue that purpose of the assessment and the conceptualization of the domain should drive the psychometric models applied to the assessment.
  • Poster session: Using the mixture Rasch model to explore knowledge resources students invoke in mathematic and science assessments
    AERA 2014
    Philadelphia, PA
    Saturday, April 5th 2014
    - Danhui Zhang, Beijing Normal University
    - Chandra Orrill*, Kaput Center, UMass Dartmouth
    - Todd Campbell, University of Connecticut
    (10:35am - 12:05pm)
    The purpose of the study was to investigate whether mixture Rasch models followed by qualitative item-by-item analysis of PISA (2009) selected mathematics and science items offered insight into knowledge students invoke in mathematics and science separately, and combined. The researchers administered an assessment constructed from PISA released items to 516 students in China. The findings suggest that while PISA attributes showed promise for providing insight into how students were classified in mathematics and science, when combined these attributes were not found useful. Our findings suggest that students do not seem to be applying attribute strengths to the dataset as a whole (i.e., mathematics and science items combined) in ways that differentiate them from students who appear weaker for those attributes.
  • SCST Session: Investigating the specialized knowledge that university science professors draw upon while using mathematical representations to teach science
    NSTA 2014
    Renaissance Boston Waterfront Hotel, Caspian
    Boston, MA
    Thursday, April 3rd 2014
    (9:30am - 10:30am)
    - Kristen A. Degnan* Kaput Center, UMass Dartmouth
    - Margaret M. French* Kaput Center, UMass Dartmouth
    - Heather L. Trahan-Martins* Kaput Center, UMass Dartmouth
    - Yenny F. Otalora* Kaput Center, UMass Dartmouth
    - Stephen B. Witzig* Kaput Center, UMass Dartmouth
    Review findings from an in-depth qualitative study of teacher professional knowledge focusing on four science faculty in different disciplines.
  • Using popular children's films to teach science
    NSTA 2014
    Boston Convention and Exhibition Center, 160C
    Boston, MA
    Thursday, April 3rd 2014
    (8:00am - 9:00am)
    - Jamie A. Foulk University of Missouri
    - Stephen B. Witzig* Kaput Center, UMass Dartmouth
    - Krista L. Adams, University of Nebraska-Lincoln
    - Michelle L. Klosterman, University of Missouri
    Children's films are for more than entertainment! Learn how to leverage films to effectively engage your students in science based on research in this field.
  • Individual Session: An Analysis of Mathematical Content Knowledge for Teaching
    AMTE 2014
    Irvine, CA
    Thursday, February 6th 2014
    - John (Zig) Michael Siegfried, James Madison Univeristy
    - Randolph Philipp, San Diego State University
    - Victoria Jacobs, The University of North Carolina at Greensboro
    - Lisa Lamb, San Diego State University
    - Jessica Bishop, University of Georgia
    - Robert Joseph Nanna*, Kaput Center, UMass Dartmouth
    - Casey Hawthorne, San Diego State University
    (1:45pm - 2:45pm)
    We discuss Common, Specialized, and Pedagogical Content Knowledge. Place-value and integer items used in two large NSF-funded research projects enable us to consider boundaries among types of knowledge while illuminating distinctions. Implications for teaching and researh are considered.

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