Math Ed SaidDecember 23: For a second day in a row, "The High-School Mathematician's Crutch Is Not Allowed in Most Colleges" was the most-shared link on my math ed Twitter list.
Shared by: Michelle Russell, Robert Talbert, Anthony Purcell, Earl Samuelson, Shauna Hedgepeth, Amy Hogan, John Golden, Dan Anderson, Dan Allen
December 24: How cool (and very last-minute) was this? Paula Beardell Krieg took images from math teachers on Twitter and created "Last Minute Wrapping Paper."
Shared by: Mike Lawler, John Golden, Malke Rosenfeld, Simon Gregg
December 25: Yes, people were sharing links on Christmas Day. In this case, they were linking to more links, specifically these from the Ontario Math Links blog for the week ending December 23rd.
Shared by: Kyle Pearce, Bridget Dunbar, Mary Bourassa, David Petro
December 26: In Episode 1621 of the Math Ed Podcast, Samuel Otten interviewed Megan Taylor about her JRME commentary, "From Effective Curricula Toward Effective Curriculum Use."
Shared by: Egan Chernoff, John Golden, Samuel Otten
December 27: Did you hear about Tracy Zager's new book, Becoming the Math Teacher You Wish You'd Had? People were talking about it on the 27th (when they weren't talking about Carrie Fisher).
Shared by: Andrew Gael, Crystal Lancour, Jill Gough, John Golden, Sahar Khatri, David Coffey, Dan Meyer
December 28: Kyle Pearce wrote, "Exploring Fraction Constructs and Proportional Reasoning." It's a post rich with all sorts of part-whole relationships, number line placements, concrete and visual representations, and operations.
Shared by: Crystal Lancour, Dan Allen, David Petro, Mark Chubb, Kyle Pearce, Matthew Oldridge
|Annie Fetter at Innov8 2016|
Shared by: Megan Schmidt, Casey McCormick, Suzanne Alejandre, The Math Forum, Earl Samuelson, Gary Davis, Max Ray-Riek
Around the Math Ed WebA quick check on the Global Math Department shows these recent and upcoming sessions:
- December 13: Favorite Tech Tools with Julia Finneyfrock, Julie Reulbach, and Shauna Hedgepeth
- December 20: "I'm Not a Math Person" - Identity and Its Impact on Math Success with Nicole Bridge
- January 3: Creativity and Curiosity in the Math Classroom with Zachary Herrmann
Research NotesThe January 2017 issue of Educational Studies in Mathematics is out:
- Interactions between defining, explaining and classifying: the case of increasing and decreasing sequences by Lara Alcock, Loughborough University, and Adrian Simpson, Durham University
- Agency and assemblage in pattern generalisation: a materialist approach to learning by Francesca Ferrara and Giulia Ferrari, Università di Torino
- Comparative analysis on the nature of proof to be taught in geometry: the cases of French and Japanese lower secondary schools by Takeshi Miyakawa, Joetsu University of Education
- Mathematics education in Lebanon: gender differences in attitudes and achievement by Ketty M. Sarouphim and Madona Chartouny, Lebanese American University
- The association of precollege use of calculators with student performance in college calculus by Yi Mao, Harvard T. H. Chan School of Public Health, Tyreke White, Harvard College, Philip M. Sadler, Harvard-Smithsonian Center for Astrophysics, and Gerhard Sonnert, Harvard-Smithsonian Center for Astrophysics
- A study regarding the spontaneous use of geometric shapes in young children's drawings by José Domingo Villarroel and Olga Sanz Ortega, University of the Basque Country UPV/EHU
- Rupture or continuity: The arithmetico-algebraic thinking as an alternative in a modelling process in a paper and pencil and technology environment by Fernando Hitt, Université du Québec à Montréal & Universidad Michoacana de San Nicolás de Hidalgo; Mireille Saboya, Université du Québec à Montréal & Universidad Michoacana de San Nicolás de Hidalgo; Carlos Cortés Zavala, Université du Québec à Montréal; and GRUTEAM
- Playing the believing game: Enhancing productive discourse and mathematical understanding by Shelly Sheats Harkness, University of Cincinnati; and Bethany Noblitt, Northern Kentucky University
- How can emphasizing mathematical modeling principles benefit students in a traditionally taught differential equations course? by Jennifer A. Czocher, Texas State University
- An exploratory study on student understandings of derivatives in real-world, non-kinematics contexts by Steven R. Jones, Brigham Young University
- Graphic Comprehension and Interpretation Skills of Preservice Teachers with Different Learning Approaches in a Technology-Aided Learning Environment by Harun Çelik and Hüseyin Miraç Pektaş, Kırıkkale University
- Format Effects of Empirically Derived Multiple-Choice Versus Free-Response Instruments When Assessing Graphing Abilities by Craig Berg, University of Wisconsin-Milwaukee; and Stacy Boote, University of North Florida
- Prospective Middle School Mathematics Teachers' Covariational Reasoning for Interpreting Dynamic Events During Peer Interactions by Seçil Yemen-Karpuzcu, Middle East Technical University; Fadime Ulusoy, Kastamonu University; and Mine Işıksal-Bostan, Middle East Technical University
- An Investigation of Pre-service Middle School Mathematics Teachers' Ability to Conduct Valid Proofs, Methods Used, and Reasons for Invalid Arguments by Esra Demiray, Hacettepe University; and Mine Işıksal Bostan, Middle East Technical University
- Understanding Linear Function: a Comparison of Selected Textbooks from England and Shanghai by by Yuqian Wang, Durham University; Patrick Barmby, University of the Witwatersrand; and David Bolden, Durham University
- Adults' Use of Mathematics and Its Influence on Mathematical Competence by Christoph Duchhardt, University of Bremen; Anne-Katrin Jordan, University of Bremen; and Timo Ehmke, Leuphana University of Lüneburg
- Development of a Framework to Characterise the Openness of Mathematical Tasks (Erratum) by Joseph B. W. Yeo, Nanyang Technological University
- School–University Action Research: Impacts on Teaching Practices and Pupil Learning by Iiris Attorps and Eva Kellner, University of Gävle
- The Role of Parental Math Anxiety and Math Attitude in Their Children's Math Achievement by Akanksha Soni and Santha Kumari, Thapar University
- Students' Emotions in the High School Mathematical Class: Appraisals in Terms of a Structure of Goals by Gustavo Martínez-Sierra, Autonomous University of Guerrero; and María del Socorro García-González, Research Center of Advanced Studies of the National Polytechnic Institute of Mexico
- Modelling in Primary School: Constructing Conceptual Models and Making Sense of Fractions by Juhaina Awawdeh Shahbari, University of Haifa & Al-Qasemi Academy - Academic College of Education & The College of Sakhnin; and Irit Peled, University of Haifa
- Research in Mathematics Education by Alan H. Schoenfeld, University of California, Berkeley
- Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions by Maria Vrikki, University of Cambridge; Paul Warwick, University of Cambridge; Jan D. Vermunt, University of Cambridge; Neil Mercer, University of Cambridge; and Nicolette Van Halem, University of Utrecht
- Mathematics teachers' motivations for, conceptions of, and experiences with flipped instruction by Zandra de Araujo, Samuel Otten, and Salih Birisci, University of Missouri
- Absence of Diversity in Collegiate Upper-Level Mathematics Classrooms: Perpetuating the "White Male Math Myth" by David W. Stinson, Georgia State University
- The Importance of Communities for Mathematics Learning and Socialization by Erica N. Walker, Teachers College, Columbia University
- To Rectify the Moral Turpitude of Mathematics Education by Brian R. Lawler, Kennesaw State University
- A Critical Dialogue: Continuing the Conversation about "The Collective Black and Principles to Actions" by Bryan Meyer, Escondido Union High School District
- Reflecting on the Dialogue Regarding the Mathematics Education of English Learners by Zandra de Araujo, Erin Smith, and Matthew Sakow, University of Missouri
- A Framework for Understanding Whiteness in Mathematics Education by Dan Battey, Rutgers; and Luis A. Leyva, Vanderbilt University
- An Intersectional Analysis of Latin@ College Women’s Counter-stories in Mathematics by Luis A. Leyva, Vanderbilt University
- Striving Toward Transformational Resistance: Youth Participatory Action Research in the Mathematics Classroom by Mary Candace Raygoza, University of California, Los Angeles
- Negotiating Perceptions of Tracked Students: Novice Teachers Facilitating High-Quality Mathematics Instruction by Emily Joy Yanisko, Urban Teachers at Johns Hopkins University
- Book Review: Radical Reconfiguring(s) for Equity in Urban Mathematics Classrooms: Lines of Flight in Mathematics and the Body: Material Entanglements in the Classroom by Susan O. Cannon and Kayla D. Meyers, Georgia State University
Math Ed in the NewsThe theme this week seems to be "teach math through music/philosophy/news/anythingotherthanmath."
- Iowa City students finding math in music (The Gazette)
- Central A&M students get jump on college math (Herald & Review)
- Teach Kids Philosophy, It Makes Them Better at Math (NY Mag)
- Fourth grade class learns math using The News (The News)