PME-NA 42 Proceedings

Note: PME-NA proceedings from this and previous conferences are available through the PME-NA website, at https://www.pmena.org/proceedings/

Full proceedings eBook (PDF)

 

Citation:

Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). (2020). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico. Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020

ISBN:  978-1-7348057-0-3

DOI: 10.51272/pmena.42.2020

Copyright

Articles published in these proceedings are copyrighted by the authors. Permission to reproduce an article or portions from an article must be obtained from the author.

Review process

All submissions to the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, included in these proceedings, were strictly peer-reviewed in a double-blind process by at least three colleagues.

Table of Contents

Individual paper PDFs are linked below. Please inform us of any broken links or file discrepancies to pmena2020@cinvestav.mx

  Paper Title or Section Authors Pages DOI
  Table of Contents   5-26  
  PME-NA History and Goals   27  
  PME-NA Steering Committee   28  
  Conference Chairs   29  
  PME-NA 42 Contributors   30  
  PME-NA 42 Review Process & Reviewers   31-34  
  PME-NA 42 Strands   35-37  

Preface / Prólogo Ana Isabel Sacristán & José Carlos Cortés-Zavala 38-43 10.51272/pmena.42.2020-3

Special Tribute / Homenaje especial   44  
  Tribute to Eugenio Filloy†: A pioneer and driving force of Mathematics Education as a discipline / Homenaje a Eugenio Filloy†: Un pionero impulsor de la disciplina de la Matemática Educativa Ana Isabel Sacristán et al. 45-67 10.51272/pmena.42.2020-2
  PLENARY LECTURES   68  

Reflections on digital technologies in mathematics education across cultures Celia Hoyles, Carolyn Kieran, Teresa Rojano, Ana Isabel Sacristán, María Trigueros 69-92 10.51272/pmena.42.2020-1

Educational neuroscience: past, present and future prospects Stephen R. Campbell 93-100 10.51272/pmena.42.2020-4

Eye-tracking mathematical representations – finding links between vision and reasoning Ulises Xolocotzin, Matthew Inglis, Ana María Medrano Moya 101-107 10.51272/pmena.42.2020-5
  SPECIAL LECTURES   108  

Mental mathematics in the classroom: Content, practices and Papert’s Mathland Jérôme Proulx 109-119 10.51272/pmena.42.2020-6

Construction of arithmetic-algebraic thinking in a socio-cultural instructional approach / Construction d’une pensée arithémico-algébrique dans une approche socioculturelle de l’enseignement Fernando Hitt 120-142 10.51272/pmena.42.2020-7

Understanding teachers’ professional development through their interaction with resources: a multilingual project Luc Trouche 143-154 10.51272/pmena.42.2020-8

RESEARCH COLLOQUIA   155  

Research Colloquia: Conceptions and consequences of what we call argumentation, justification and proof Michelle Cirillo, Kristen N. Bieda 156-158 10.51272/pmena.42.2020-9

Research Colloquia: Research tools for collectivity: Tracking mathematics classes Jennifer S. Thom, Florence Glanfield, Joyce Mgombelo, Jérôme Proulx, Lynn McGarvey, Jo Towers 159-161 10.51272/pmena.42.2020-10

WORKING GROUPS   162  

Working Group: Implementing and researching mathematics content-focused coaching models Cynthia Callard, Cynthia Carson, Ryan Gillespie, Julie Amador, Jeffrey Choppin, Stephanie Martin 163-165 10.51272/pmena.42.2020-11

Embodied mathematical imagination and cognition (EMIC) working group Mitchell J. Nathan, Avery Harrison, Hannah Smith, Erin Ottmar, Dor Abrahamson, Caro Williams-Pierce 166-168 10.51272/pmena.42.2020-12

Working Group: Complex connections: reimagining units construction and coordination Beth L. MacDonald, Steven Boyce, Cameron Byerley, Diana L. Moss, Claudia Bertolone-Smith, Jeffrey A. Grabhorn 169-170 10.51272/pmena.42.2020-13

Working Group: Didactic contrasts between Calculus and Analysis / Grupo de trabajo: Contrastes didácticos entre cálculo y análisis Fabio Augusto Milner, José Ramon Jiménez Rodríguez 171-174 10.51272/pmena.42.2020-14

Working group on gender and sexuality in mathematics education: Informing methodology with theory Katrina Piatek-Jimenez, Brent Jackson, Ana Dias, Weverton Ataide Pinheiro, Harryson Gonçalves, Jennifer Hall, Elizabeth Kersey, Angela Hodge-Zickerman 175-177 10.51272/pmena.42.2020-15

Working Group: Mathematical Play: Across Ages, Context, and Content David Plaxco, Paul Reimer, Caro Williams-Pierce, Amy Ellis, Susanna Molitoris-Miller, Amber Simpson, Michelle Zandieh, Matt Mauntel, Mohammad Fatih Dogan 178-180 10.51272/pmena.42.2020-16

Working Group: Mathematics teacher educators using self-based methodologies Elizabeth Suazo-Flores, Jennifer Ward, Sue Ellen Richardson, Melva Grant, Dana Cox, Signe E. Kastberg, Olive Chapman 181-184 10.51272/pmena.42.2020-17

New Working Group: Teaching mathematics for social justice in the context of University Mathematics Content and Methods courses Eva Thanheiser, Frances K Harper, Christa Jackson, Naomi Jessup, Crystal Kalinec-Craig, Cathery Yeh, Amanda Sugimoto 185-188 10.51272/pmena.42.2020-18

Working Group: Statistics education across social and political boundaries: Similarities, differences and points for building community Ana Luisa Gómez Blancarte, Blanca Rosa Ruiz Hernandez, M. Alejandra Sorto, Travis Weiland 189-191 10.51272/pmena.42.2020-19

Algebra, Algebraic Thinking and Number Concepts      
  Research Reports   192  

Supporting students’ meanings for quadratics: Integrating RME, quantitative reasoning and designing for abstraction Mustafa M. Mohamed, Teo Paoletti, Madhavi Vishnubhotla, Steven Greenstein, Su San Lim 193-201 10.51272/pmena.42.2020-20

Unit transformation graphs: A case study Anderson Norton, Catherine Ulrich, Sarah Kerrigan 202-210 10.51272/pmena.42.2020-21

Learning difficulties to build zero and one, based on Von Neumann / Dificultades de aprendizaje para construir el cero y el uno, con base en Von Neumann María Leticia Rodríguez González, Eugenio Filloy Yagüe, Bernardo Gómez Alfonso 211-226 10.51272/pmena.42.2020-22

Introducing inverse function to high school students: Relating convention and reasoning Irma E. Stevens, Inah Ko, Teo Paoletti, Nicolas Boileau, Patricio Herbst 227-235 10.51272/pmena.42.2020-23

Framework for representing a multiplicative object in the context of graphing Halil I. Tasova, Kevin C. Moore 236-245 10.51272/pmena.42.2020-24

A conceptual analysis of the equal sign and equation –the transformative component Yufeng Ying 246-254 10.51272/pmena.42.2020-25

Algebra, Algebraic Thinking and Number Concepts: Brief Research Reports   255  

Mental constructions of invariant subspace developed by an APOS teaching design / Construcciones mentales sobre subespacio invariante desarrolladas en una propuesta de enseñanza desde la teoría APOE Irenisolina Antelo-López, César Fabián Romero-Félix 256-264 10.51272/pmena.42.2020-26

Assessing students' understanding of fraction multiplication Pavneet Kaur Bharaj, Erik Jacobson, Jinqing Liu, Fatimah Ahmad 265-269 10.51272/pmena.42.2020-27

Students’ understandings of the transformations of functions Camille S. Burnett 270-274 10.51272/pmena.42.2020-28

Didactic sequence for the learning of place value in second grade elementary students in a multigrade school / Secuencia didáctica para el aprendizaje del valor posicional en alumnos de segundo ciclo de primaria de una escuela multigrado Fátima del Carmen Castañeda-Hernández, Erika García-Torres 275-282 10.51272/pmena.42.2020-29

Intertextuality and semiosis processes in the algebraic resolution of verbal problems / Intertextualidad y procesos de semiosis en la resolución algebraica de problemas verbales Juan Manuel Córdoba Medina, Eugenio Filloy Yagüe 283-290 10.51272/pmena.42.2020-30

Examining students’ reasoning about multiple quantities Nicole Panorkou, Erell Germia 291-295 10.51272/pmena.42.2020-31

Investigating the learning sequence of decimal magnitude and decimal operations Erik Jacobson, Patricia A. Walsh, Pavneet Kaur Bharaj 296-300 10.51272/pmena.42.2020-32

Level-zero covariational reasoning in secondary school mathematics / El nivel cero del razonamiento covariacional en la educacion secundaria José Ramón Jiménez-Rodríguez 301-304 10.51272/pmena.42.2020-33

Decomposing, composing and recomposing numbers in numerical equalities: algebraic thinking based on structure sense / Descomposición, composición y recomposición de números en igualdades numéricas: pensamiento algebraico basado en un sentido de estructura Cesar Martínez Hernández, Carolyn Kieran 305-313 10.51272/pmena.42.2020-34

Intuition in Linear Transformation: some difficulties / La intuición en la transformación lineal: algunas dificultades Osiel Ramírez-Sandoval 314-323 10.51272/pmena.42.2020-35

A study of contradictions as a lever for continuing education: A case involving algebraic generalization activities / Étude de contradictions comme levier de formation continue: un exemple autour d’activités de généralisation algébrique Mélanie Tremblay, Mireille Saboya 324-338 10.51272/pmena.42.2020-36

The allocation of sense to the quotative division of fractions / La asignación de sentido a la división cuotativa de fracciones Angel Totolhua-Tlaque, Marta Elena Valdemoros 339-346 10.51272/pmena.42.2020-37

Expressions of mathematical generalization among children in grade five of primary school / Expresiones de generalización matemática en niños de quinto grado de primaria Genny Rocío Uicab Ballote, Teresa Rojano Ceballos, Montserrat García Campos 347-355 10.51272/pmena.42.2020-38

Children’s integer division: Extending analogies and direct modeling Nicole M. Wessman-Enzinger 356-361 10.51272/pmena.42.2020-39

Foundational algebraic reasoning in the schemes of middle school students with learning disabilities Jerry A. Woodward 362-370 10.51272/pmena.42.2020-40

“H is not a number!” Examining how number influences variable Karen Zwanch 371-375 10.51272/pmena.42.2020-41

Algebra, Algebraic Thinking and Number Concepts: Poster Presentations   376  

Epistemic analysis of a lesson on linear equations of a Mexican textbook / Análisis epistémico de una lección sobre ecuaciones lineales en un libro de texto mexicano Graciela Rubi Acevedo-Cardelas, Ramiro Ávila-Godoy, Ana Guadalupe del Castillo-Bojórquez 377 10.51272/pmena.42.2020-42

A proposal for teaching mathematics to high school students from modeling approach / Una propuesta de enseñanza de las matemáticas para alumnos de preparatoria desde la modelización Armando Agustín Chavez-Salazar, Parameters and system of linear equations 378-379 10.51272/pmena.42.2020-43

Parameters and system of linear equations / Parámetros en sistemas de ecuaciones lineales Luis Enrique Hernández, Claudia Acuña Soto 380-381 10.51272/pmena.42.2020-44

Introducing variables to grade 4 and 5 students and the misconceptions that emerged Jenna R. O’Dell, Todd Frauenholtz 382 10.51272/pmena.42.2020-45

Elementary Algebraic thinking with patterns in two variables Adam R. Scharfenberger, Leah M. Frazee 383-384 10.51272/pmena.42.2020-46

Student’s strategies to solve ratio comparison problems in elementary school / Estrategias de los estudiantes para resolver problemas de comparación de razones en primaria Vázquez-Gómez, Sofía, Sepúlveda-Vega, Francisco 385-387 10.51272/pmena.42.2020-47

The advanced tacitly nested number sequence: Why does it matter in the middle grades? Karen Zwanch 388-389 10.51272/pmena.42.2020-48

Curriculum, Assessment & Related Topics      
  Research Reports   390  

What makes a mathematics lesson interesting to students? Leslie Dietiker, Rashmi Singh, Meghan Riling, Hector I. Nieves 391-399 10.51272/pmena.42.2020-49

Identifying opportunities to engage in literacy practices: A framework for analyzing curriculum materials Ethan Smith 400-408 10.51272/pmena.42.2020-50

Designing mathematics learning environments for multilingual students: Results of a redesign effort in introductory Algebra William Zahner, Kevin Pelaez, Ernesto Calleros 409-416 10.51272/pmena.42.2020-51

Curriculum, Assessment & Related Topics: Brief Research Reports   417  

Characterizing coherence within enacted mathematics lessons Jaepil Han, Meghan Riling, Hector I. Nieves, Leslie Dietiker, Rashmi Singh 418-422 10.51272/pmena.42.2020-52

An analysis of coordinate systems presented in grade 6-8 textbooks Hwa Young Lee, Lino Guajardo 423-428 10.51272/pmena.42.2020-53

Types of problems linked to the development of algebraic reasoning in chilean primary education / Tipos de problemas vinculados al desarrollo del razonamiento algebraico en la educación básica chilena Ana Luisa Llanes Luna, Silvia Elena Ibarra Olmos, Luis R. Pino-Fan 429-437 10.51272/pmena.42.2020-54

Review of slope in calculus textbooks Susan Bateman, Kevin LaForest, Deborah Moore-Russo 438-447 10.51272/pmena.42.2020-55

Computational thinking practices as a frame for teacher engagement with mathematics curriculum materials Kathryn M. Rich 448-452 10.51272/pmena.42.2020-56

Broader intentions: Exploring the role of aims for school mathematics in teacher curricular decision making Andrew Richman 453-457 10.51272/pmena.42.2020-57

Curriculum, Assessment & Related Topics: Poster Presentations   458  

Secondary math methods syllabi across cultures Paula Guerra Lombardi, Viviana González, Woong Lim, Rafael Méndez Romero 459-460 10.51272/pmena.42.2020-58

Mathematics instruction during prospective teachers’ perfoRmance-based assessment in special education classrooms Katherine Baker, Danielle Lane 461-462 10.51272/pmena.42.2020-59

Locating a productive climate: Measuring student computational fluency in a tier 2 system Monica Mendoza, Rachel Lambert, Tomy Nguyen 463 10.51272/pmena.42.2020-60

Teacher’s collaboration with freshmen undergraduates to improve feedback practices through cogenerative dialogues Mitchelle M. Wambua, Nicole L. Fonger 464-465 10.51272/pmena.42.2020-61

Equity and Justice      
  Research Reports   466  

Critically analyzing and supporting difficult situations (cards): a tool to support equity commitments Anne Marie Marshall, Andrea McCloskey, Brian R. Lawler, Theodore Chao, The MathEd Collective 467-475 10.51272/pmena.42.2020-62

Between the boundaries of knowledge: theorizing an etic-emic approach to mathematics education Lee Melvin Peralta 476-484 10.51272/pmena.42.2020-63

Measuring high school students’ funds of knowledge for learning mathematics Tiffini Pruitt-Britton, Candace Walkington 485-492 10.51272/pmena.42.2020-64

Predicting the mathematics pathways of english language learners: a multilevel analysis Cristina Runnalls 493-499 10.51272/pmena.42.2020-65

Why theorizing affect matters for mathematics education research Ryan Ziols 500-511 10.51272/pmena.42.2020-66

Equity and Justice: Brief Research Reports   512  

Student engagement and gender identity in undergraduate introduction to proof Emmanuel Barton Odro 513-517 10.51272/pmena.42.2020-67

Reconciling tensions in equity discourse through an anti-hierarchical (anarchist) theory of action David M. Bowers, Brian R. Lawler 518-524 10.51272/pmena.42.2020-68

Bearing witness to mathematical ghosts: the ethics of teachers seeking justice Grace A. Chen 525-529 10.51272/pmena.42.2020-69

Rural parents’ views on their involvement in their children’s mathematics education Daniel L. Clark 530-535 10.51272/pmena.42.2020-70

An ethnography of re/humanizing (math) pedagogies at a predominantly latinx california high school Emma C. Gargroetzi 536-540 10.51272/pmena.42.2020-71

Supporting the whole student: blending the mathematical and the social emotional Sara Gartland 541-545 10.51272/pmena.42.2020-72

Non-binary people’s views of gender and mathematics Jennifer Hall, Travis Robinson, Limin Jao 546-550 10.51272/pmena.42.2020-73

An historical exploration of achievement gap rhetoric: A critical discourse analysis of federal education legislation Michelle Hawks 551-556 10.51272/pmena.42.2020-74

Community mathematics project: Tutoring low-income parents to make sense of mathematics Denisse M. Hinojosa, Emily Bonner, Crystal Kalinec-Craig 557-562 10.51272/pmena.42.2020-75

Gender differences in number strategy use for students solving fraction story problems Cassandra Quinn, Susan B. Empson, Victoria R. Jacobs 563-567 10.51272/pmena.42.2020-76

Social norms conducive to women’s learning in inquiry-oriented abstract algebra Kaitlyn Stephens Serbin, Sara Brooke Mullins, Marilin Annie Kelley, Estrella Johnson 568-572 10.51272/pmena.42.2020-77

Differences in mathematical ability beliefs between teachers and mathematicians in higher education Yasemin Copur-Gencturk, Han Du, Ian Thacker 573-577 10.51272/pmena.42.2020-78

Products of white institutional space: An analysis of whiteness in online mathematics tasks Blake O'Neal Turner 578-581 10.51272/pmena.42.2020-79

Tensions of responsibility in critical mathematics: defining teacher responsibility and student agency Trevor T. Warburton 582-586 10.51272/pmena.42.2020-80

Exploring culture in mathematics education from the perspectives of preservice teachers of color Dorothy Y. White, Luz A. Maldonado Rodríguez, Juanita M. Silva, Christian J. Anderson 587-591 10.51272/pmena.42.2020-81

Translanguaging to ensure latinx mathematics learners thrive Craig Willey, Hector Morales, Jr. 592-597 10.51272/pmena.42.2020-82

Equity and Justice: Poster Presentations   598  

MIM: Mathematics education responsive to diversity: A Norwegian-Canadian and American research collaboration Annica Andersson, Beth Herbel-Eisenmann, Hilja Lisa Huru, David Wagner 599-600 10.51272/pmena.42.2020-83

Prospective mathematics teachers’ conceptualizations of equity Kanita K. DuCloux, Corey M. Wadlington 601-602 10.51272/pmena.42.2020-84

Blackness and whiteness in Appalachian mathematics classrooms Sean P. Freeland 603-604 10.51272/pmena.42.2020-85

Mathematics problems and real world connections: How political is too political? Paula Guerra, Raisa Lopez, Elisa Pereyra 605-606 10.51272/pmena.42.2020-86

Conceptualizing access knowledge for teaching mathematics Rachel Lambert 607 10.51272/pmena.42.2020-87

Facilitating mathematics teacher educators’ conversations on inequities in mathematics classrooms Leslie E.J. Nielsen, Kanita K. DuCloux, Dorothy Y. White 608-609 10.51272/pmena.42.2020-88

Mathematics identity and sense of belonging of developmental mathematics students Francis Nzuki 610-611 10.51272/pmena.42.2020-89

Critical mathematics education for sub-saharan african youth: towards epistemic freedom Oyemolade Osibodu 612-613 10.51272/pmena.42.2020-90

“Ya me conforme”: Resisting dominant narratives in mathematics classrooms Kevin Pelaez, William Zahner 614-615 10.51272/pmena.42.2020-91

Capturing the high ground in learning disabled mathematics education research Thomas E. Ricks 616 10.51272/pmena.42.2020-92

A narrative inquiry of GEMS women’s experience with STEM Lili Zhou, Sue Ellen Richardson 617-618 10.51272/pmena.42.2020-93

Geometry and Measurement      
  Research Reports   619  

Understanding instructional capacity for high school geometry as a systemic problem through stakeholder interviews Claudine Margolis, Michael Ion, Patricio Herbst, Amanda Milewski, Mollee Shultz 620-627 10.51272/pmena.42.2020-94

Geometry and Measurement      
  Research Reports   619  

Understanding instructional capacity for high school geometry as a systemic problem through stakeholder interviews Claudine Margolis, Michael Ion, Patricio Herbst, Amanda Milewski, Mollee Shultz 620-627 10.51272/pmena.42.2020-94

Development of space reasoning in early ages through variation activities / Diseño de actividades para el desarrollo de razonamiento espacial en edades tempranas a través de manipulativos Yudi Andrea Ortiz Rocha, Ivonne Twiggy Sandoval Cáceres, Ana Isabel Sacristán 628-645 10.51272/pmena.42.2020-95

Interpretive model of the conceptualization of the congruence of polygons (MICP) / Modelo Interpretativo de la Conceptualización de la Congruencia de Polígonos (MICP) Cristian Andrey Peña Acuña, Mirela Rigo-Lemini 646-661 10.51272/pmena.42.2020-96

Children’s durational organization of evereyday experiences: a mathematical perspective of a linguistic study Amy Smith 662-669 10.51272/pmena.42.2020-97

Geometry and Measurement: Brief Research Reports   670  

Acknowledging non-circular quantifications of angularity Hamilton L. Hardison 671-675 10.51272/pmena.42.2020-98

Prospective high school mathematics teachers’ uses of diagrams and geometric transformations while reasoning about geometric proof tasks Karen Hollebrands, Deniz Ozen Unal 676-680 10.51272/pmena.42.2020-99

Interactions with geometric figures: A case with graduate students Mario Mayorga-Sánchez, Gonzalo Zubieta 681-688 10.51272/pmena.42.2020-100

Using design-based tasks to teach area measurement Edward S. Mooney, Jeffrey E. Barrett 689-693 10.51272/pmena.42.2020-101

Self-instructions for applying writing in geometry problem resolution / Autoinstrucciones para aplicar la escritura en la resolución de problemas de geometría Luz Graciela Orozco Vaca 694-701 10.51272/pmena.42.2020-102

Difficulties to justify geometric propositions when solving loci problems with GeoGebra / Dificultades para justificar proposiciones geométricas al resolver problemas de lugares geométricos con GeoGebra José Luis Soto Munguía, Manuel Alfredo Urrea Bernal, César Fabián Romero Félix 702-710 10.51272/pmena.42.2020-103

Spatial imagination to work on 3D space using a figural device / Imaginación espacial para trabajar objetos en el espacio 3D usando un dispositivo figural Beatriz Alejandra Veloz Díaz, Claudia Margarita Acuña Soto 711-719 10.51272/pmena.42.2020-104

Enhancing spatial abilities through exposer to computer-aid design programs Ashley M. Williams, Robert M. Capraro 720-725 10.51272/pmena.42.2020-105

Geometry and Measurement: Poster Presentations   726  

“A square is not long enough to be a rectangle”: exploring prospective elementary teachers’ conceptions of quadrilaterals Pavneet Kaur Bharaj, Dionne Cross Francis 727-728 10.51272/pmena.42.2020-106

Growth in mathematical understanding and spatial reasoning with programming robots Krista Francis, Stefan Rothschuh, Brent Davis 729-730 10.51272/pmena.42.2020-107

Funky protractors created by prospective teachers Hamilton L. Hardison, Hwa Young Lee 731-732 10.51272/pmena.42.2020-108

Gestures in geometry: how do gestures contribute to engagement and vocabulary acquisition through game play? Avery Harrison, Renah Razzaq, Erin Ottmar, Ivon Arroyo 733-734 10.51272/pmena.42.2020-109

Navigating complexities in definitions of length and area Eryn M. Stehr, Jia He 735-736 10.51272/pmena.42.2020-110

A research approach on the role of space in the construction of conic sections Luis Carlos Vargas-Zambrano, Gisela Montiel-Espinosa 737-738 10.51272/pmena.42.2020-111

Instructional Leadership, Policy, and Institutions/Systems      
  Research Reports   739  

Elementary mathematics teacher agency: Examining teacher and ecological capacity Phi Nguyen, Sheunghyun Yeo, Wenmin Zhao, Corey Webel 740-748 10.51272/pmena.42.2020-112

Instructional Leadership, Policy, and Institutions/Systems: Brief Research Reports   749  

Using transcript analysis to predict students’ self-reported happiness in elementary mathematics classrooms: Methodological considerations Pamela Catherine Callahan, Blake O’Neal Turner, Casey Archer, Monica Anthony 750-754 10.51272/pmena.42.2020-113

Instructional Leadership, Policy, and Institutions/Systems: Poster Presentations   755  

A collaborative self-study to forefront issues of identity and equity in mathematics methods courses Katherine Baker, Monica Gonzalez, Kathleen Nitta, Jennifer Ward, Naomi Jessup, Tracy Dobie, Erin Smith 756-757 10.51272/pmena.42.2020-114

A model for mathematics instructional improvement at scale Alison Castro Superfine, Benjamin Michael Superfine 758-759 10.51272/pmena.42.2020-115

Evolution of elementary math leaders’ collaborative plans for school-level change Brendan Dames, Corey Webel 760 10.51272/pmena.42.2020-116

Continuous improvement lesson study with mathematics teacher educators Lara K. Dick, Melissa M. Soto, Mollie H. Appelgate, Dittika Gupta 761-762 10.51272/pmena.42.2020-117

Mathematical Knowledge for Teaching      
  Research Reports   763  

Survey of preservice teachers’ pedagogical content knowledge for students’ multiplicative reasoning Christine K. Austin, Karl W. Kosko 764-771 10.51272/pmena.42.2020-118

Teachers’ attention to and flexibility with referent units Yasemin Copur-Gencturk, Ibrahim Burak Olmez 772-780 10.51272/pmena.42.2020-119

Teachers’ review of tasks as a tool for examining secondary teachers’ mathematical knowledge for teaching Michelle Morgan King, Adam Ruff, Alees Lee, Robert Powers, Jodie Novak 781-789 10.51272/pmena.42.2020-120

Inductive reasoning in mathematics teachers when resolving generalization tasks / Razonamiento inductivo en maestros de matemáticas al resolver tareas de generalización Karina Nuñez-Gutiérrez, Guadalupe Cabañas-Sánchez 790-802 10.51272/pmena.42.2020-121

An approach to density in decimal numbers: A study with pre-service teachers / Un acercamiento a la densidad en los números decimales: un estudio con profesores en formación Mayra Suárez-Rodríguez, Olimpia Figueras 803-819 10.51272/pmena.42.2020-122

Experienced secondary teachers’ decisions to attend to the independent variable in exponential functions Melissa Troudt, Lindsay Reiten, Jodie Novak 820-828 10.51272/pmena.42.2020-123

Mathematical Knowledge for Teaching: Brief Research Reports   829  

A classroom experience: vector concept / Una experiencia de clase: concepto vector Viana García-Salmerón, Flor Rodríguez-Vásquez 830-839 10.51272/pmena.42.2020-124

Exploring the interwoven discourses associated with learning to teach mathematics in a making context Steven Greenstein, Doris Jeannotte, Eileen Fernández, Jessica Davidson, Erin Pomponio, Denish Akuom 840-844 10.51272/pmena.42.2020-125

Elementary teachers’ discourse about mathematical reasoning Doris Jeannotte, Stéphanie Sampson, Sarah Dufour 845-849 10.51272/pmena.42.2020-126

Language: a hidden resource in preparing bilingual pre-service teachers Gladys H. Krause, Juanita Silva, Jair J. Aguilar 850-859 10.51272/pmena.42.2020-127

Introducing fraction multiplication. A study on teacher’s pedagogical knowledge / Introducir la multiplicación de fracciones. Un estudio sobre el conocimiento didáctico del profesor David Alfonso Páez, Indira V. Medina Mendoza, María Guadalupe Pérez Martínez 860-869 10.51272/pmena.42.2020-128

Mathematics teachers’ perception of inductive reasoning and its teaching Landy Sosa Moguel, Eddie Aparicio Landa 870-874 10.51272/pmena.42.2020-129

Defining key developmental understandings in congruence proofs from a transformation approach Julia St. Goar, Yvonne Lai 875-879 10.51272/pmena.42.2020-130

Using task design methodology to unpack teachers’ (mis)conceptions about procedural and conceptual knowledge Angelica Monarrez, Mourat Tchoshanov 880-884 10.51272/pmena.42.2020-131

Mathematical Knowledge for Teaching: Poster Presentations   885  

A study on the relationship between tutor’s content knowledge and their tutoring decisions Jose Saul Barbosa, Christopher James Duffer 886-887 10.51272/pmena.42.2020-132

Novice teachers interpretation of fractions Brian Bowen 888-889 10.51272/pmena.42.2020-133

Advancing reasoning and proof in secondary mathematics classrooms: instructional modules for supporting teachers Orly Buchbinder, Sharon McCrone 890-891 10.51272/pmena.42.2020-134

Technological knowledge of mathematics pre-service teachers at the beginning of their methodology courses / Conocimiento tecnológico de los futuros maestros de matemáticas al iniciar sus cursos de metodología Yency Choque-Dextre, Juliette Moreno-Concepción, Omar Hernández-Rodríguez, Wanda Villafañe-Cepeda, Gloriana González 892-894 10.51272/pmena.42.2020-135

Exploring mathematics teacher educators’ avenues for professional growth: A review of the research literature Dana Olanoff, Priya Vinata Prasad, Rachael M. Welder 895-897 10.51272/pmena.42.2020-136

1/2, 1/3 or 2/4? Interpretation of elementary school teachers’ answers to an evaluation / ¿1/2, 1/3 o 2/4? Interpretación de respuestas de docentes de nivel básico a una evaluación Armando Paulino Preciado Babb, María Estela Navarro Robles 898-900 10.51272/pmena.42.2020-137

The ideas of Giordano Bruno as a teaching alternative Felipe de Jesús Matías, Aurora Gallardo 901-903 10.51272/pmena.42.2020-138

Mathematical Processes and Modeling      
< Research Reports   904  

Exploring secondary students’ proving competencies through clinical interviews with smartpens Michelle Cirillo, Jenifer Hummer 905-913 10.51272/pmena.42.2020-139

Developing a framework for characterizing student analogical activity in mathematics Michael D. Hicks 914-921 10.51272/pmena.42.2020-140

How mathematical modeling enables learning? Sindura Subanemy Kandasamy, Jennifer Czocher 922-930 10.51272/pmena.42.2020-141

Establishing a Cartesian coordination in the Ant Farm Task: The case of Ginny Hwa Young Lee, Hamilton L. Hardison, Sindura Kandasamy, Lino Guajardo 931-939 10.51272/pmena.42.2020-142

Prospective K-8 teachers’ problem posing: Interpretations of tasks that promote mathematical argumentation Marta T. Magiera 940-948 10.51272/pmena.42.2020-143

Mathematical knowledge and skills of university students when solving a MEA / Conocimientos y habilidades matemáticas de estudiantes universitarios al realizar una MEA Iván I. Rodríguez-González, Verónica Vargas-Alejo, Luis E. Montero-Moguel 949-965 10.51272/pmena.42.2020-144

Mathematical Processes and Modeling: Brief Research Reports   966  

Model eliciting activity for hypothesis testing with engineering students/ Actividad provocadora de modelos para prueba de hipótesis con estudiantes de ingeniería Sergio Damian Camacho-Aguilar, Martha Aguiar Barrera, Humberto Pulido Gutiérrez 967-975 10.51272/pmena.42.2020-145

An analysis of students’ mathematical models for Music Kimberly Corum, Melike Kara, Emma Talbot, Tatiana Ilina 976-980 10.51272/pmena.42.2020-146

Beyond patterns: making sense of patterns-based generalizations through empirical re-conceptualization Amy B. Ellis, Elise Lockwood 981-985 10.51272/pmena.42.2020-147

Creativity-in-progress rubric on problem solving at the post-secondary level Gulden Karakok, Houssein El Turkey, Miloš Savić, Gail Tang, Emily Cilli-Turner, Paul Regier 986-990 10.51272/pmena.42.2020-148

A quantitative reasoning study of student-reported difficulties when solving related rates problems Thembinkosi P. Mkhatshwa 991-995 10.51272/pmena.42.2020-149

Secondary teachers’ differing views on who should learn proving and why Samuel Otten, Mitchelle M. Wambua, Rajendran Govender 996-1000 10.51272/pmena.42.2020-150

The role of the researcher’s questions in a clinical interview on students’ perceived problem solving Reyhan Safak, Karoline Smucker, Azita Manouchehri 1001-1004 10.51272/pmena.42.2020-151

Proportional thinking: a comparative study among fourth and fifth grade children / El pensamiento proporcional: un estudio comparativo entre niños de cuarto y quinto de primaria Mike Saldaña Guerrero, Sofia K. Vázquez Gómez 1005-1013 10.51272/pmena.42.2020-152

Stages in using proof techniques: Student development in the transition to proof V. Rani Satyam 1014-1022 10.51272/pmena.42.2020-153

Attend to structure and the development of mathematical generalizations in a dynamic geometry environment Xiangquan Yao 1023-1027 10.51272/pmena.42.2020-154

Mathematical Processes and Modeling: Poster Presentations   1028  

How to pose it: developing a problem-posing framework José N. Contreras 1029-1030 10.51272/pmena.42.2020-155

Domain appropriateness and skepticism in viable argumentation Robert Ely, David Yopp, Anne E. Adams 1031-1032 10.51272/pmena.42.2020-156

Examining justification of third-grade children when they engaged in equal-sharing problems Hochieh Lin 1033-1034 10.51272/pmena.42.2020-157

A content focused task schematization around mathematical modeling problems: quantities Ayse Ozturk 1035-1036 10.51272/pmena.42.2020-158

Exploring high school students’ validation methods in the mathematical modeling process Ayse Ozturk 1037-1038 10.51272/pmena.42.2020-159

Prompting quantitative reasoning patterns with mathematical modeling problems Patti Brosnan, Ayse Ozturk 1039-1040 10.51272/pmena.42.2020-160

Making sense of senseless things: an enactivist analysis of harmony and dissonance in problem solving Erin Pomponio, Steven Greenstein, Denish Akuom 1041-1042 10.51272/pmena.42.2020-161

Talking in mathematics ‒ do we know how? Pauline Tiong 1043-1044 10.51272/pmena.42.2020-162

Development of the mathematic modeling process in mathematics undergraduate students / Desarrollo del proceso de modelación matemática en estudiantes de licenciatura en matemáticas Jesús David Berrio Valbuena, Zuriel Fitzgerald Peña Ubarne, Maria de los Ángeles Torrenegra Giraldo 1045-1047 10.51272/pmena.42.2020-163

Didactic sequence for learning problem solving concerning the use of relative extrema / Secuencia didáctica: el aprendizaje de resolución de problemas referentes al uso de extremos relativos Paulina Villalón Valdez, Claudia Margarita Orozco Rodríguez, Fernando Ignacio Becerra López, Juana Adriana Ascencio Escamilla 1048-1050 10.51272/pmena.42.2020-164

Secondary teachers’ practical rationality of mathematical modeling Wenmin Zhao, Samuel Otten 1051-1052 10.51272/pmena.42.2020-165

Miscellaneous Topics      
  Research Reports   1053  

Numerical estimation skills, epistemic cognition and climate change: mathematical skills and dispositions that can support science learning Ian Thacker 1054-1062 10.51272/pmena.42.2020-166

Miscellaneous Topics: Brief Research Reports   1063  

Utilizing mathematics to examine sea level rise as an environmental and a social issue Debasmita Basu, Nicole Panorkou 1064-1068 10.51272/pmena.42.2020-167

Sources of evolution of university students’ views on mathematical creativity Emily Cilli-Turner, Miloš Savić, Gail Tang, Houssein El Turkey, Gulden Karakok 1069-1073 10.51272/pmena.42.2020-168

Learning to pose problems within dynamic geometry environments: a self study involving Varignon’s problem José N. Contreras 1074-1079 10.51272/pmena.42.2020-169

A large-scale study on teacher noticing Yasemin Copur-Gencturk, Jessica Rodrigues 1080-1084 10.51272/pmena.42.2020-170

Reasoning about the rate of change while linking CO2 pollution to global warming Darío A. González 1085-1093 10.51272/pmena.42.2020-171

Miscellaneous Topics: Poster Presentations   1094  

Posing problems about geometric situations: A study of prospective secondary mathematics teachers José N. Contreras 1095-1097 10.51272/pmena.42.2020-172

Comprehension of complex mathematical tasks within the scholarized cultural environment in third-grade / Entendimiento de tareas matemáticas complejas dentro del entorno cultural escolarizado, en 3° grado de primaria Uriel Escobar, Felipe Tirado 1098-1099 10.51272/pmena.42.2020-173

Transformations of figures in O’dam embroidery´s / Transformaciones de figuras en morrales O’dam Erika Janeth Frayre Larreta, Alicia López Betancourt 1100-1102 10.51272/pmena.42.2020-174

You say brutal, I say thursday: isn’t it obvious? Sarah Sword, Anne Marie Marshall, Michael Young 1103-1104 10.51272/pmena.42.2020-175

Kindergarten students’ spatial thinking: practices on debugging of building blocks Lili Zhou, Sezai Kocabas 1105-1106 10.51272/pmena.42.2020-176

Precalculus, Calculus, or Higher Mathematics      
  Research Reports   1107  

Two prospective middle school teachers reinvent combinatorial formulas: permutations and arrangements Joseph Antonides, Michael T. Battista 1108-1116 10.51272/pmena.42.2020-177

Report of a classroom experience for the development of distribution models / Experiencia en el aula para el desarrollo de modelos para el reparto María José Aviña González, Angelina Alvarado Monroy 1117-1129 10.51272/pmena.42.2020-178

Constrasting social and sociomathematical norms of two groups of students in a postsecondary Precalculus class David Fifty, Orly Buchbinder, Sharon McCrone 1130-1138 10.51272/pmena.42.2020-179

Students’ reasoning about multivariational structures Steven R. Jones, Haley P. Jeppson 1139-1147 10.51272/pmena.42.2020-180

“Dyslexia is naturally commutative”: Insider accounts of dyslexia from research mathematicians Rachel Lambert, Edmund Harriss 1148-1155 10.51272/pmena.42.2020-181

What Is a Function? Alison Mirin, Keith Weber, Nicholas Wasserman 1156-1164 10.51272/pmena.42.2020-182

Understanding the roles of proof through exploration of unsolved conjectures Jeffrey Pair, Gabe Calva 1165-1171 10.51272/pmena.42.2020-183

Precalculus, Calculus, or Higher Mathematics: Brief Research Reports   1172  

Towards a didactic distinction between Calculus and Analysis. The case of the notion of variable / Hacia una distinción didáctica entre el Cálculo y el Análisis. El caso de la noción de variable María Teresa Dávila Araiza, Agustín Grijalva Monteverde 1173-1181 10.51272/pmena.42.2020-184

Constructing rates of change through a units coordinating lens: The story of Rick Jeffrey A. Grabhorn, Steven Boyce 1182-1185 10.51272/pmena.42.2020-185

Detection of difficulties in endowing the notions of change and variation with meaning through iteration / Detección de dificultades en la dotación de significado de las nociones de cambio y variación mediante iteración Arturo E. Meléndez, Eugenio Filloy, Luis Puig 1186-1193 10.51272/pmena.42.2020-186

Function identity and the fundamental theorem of calculus Alison Mirin 1194-1198 10.51272/pmena.42.2020-187

Undergraduate mathematics majors’ problem solving and argumentation Hannali Pajela, Sarah Roberts, Mary E. Brenner 1199-1203 10.51272/pmena.42.2020-188

Teachers-in-training’s reflections on the teaching of calculus to people with distinct characteristics / Profesores en formación que reflexionan sobre la enseñanza del cálculo a personas con características diferenciadas Sandra Evely Parada Rico, Cristian Leonardo Echeverría Ballesteros 1204-1212 10.51272/pmena.42.2020-189

From recursion to induction: students’ generalization practices through the lens of combinatorial games Cody L. Patterson, Lino Guajardo, Emma Yu 1213-1217 10.51272/pmena.42.2020-190

Students’ understanding of linear algebra concepts underlying a procedure in a quantum mechanics task Kaitlyn Stephens Serbin, Megan Wawro 1218-1222 10.51272/pmena.42.2020-191

“Solving versus relating”: Pre-service teachers’ conflicting images of formulas and dynamic contexts Irma E. Stevens 1223-1227 10.51272/pmena.42.2020-192

Precalculus, Calculus, or Higher Mathematics: Poster Presentations   1228  

First fundamental theorem of calculus: How do engineering students interpret and apply it? / Primer teorema fundamental del cálculo: ¿cómo lo interpretan y aplican estudiantes de ingeniería? Omar Arenas Bonifacio, Ernesto Alonso Sánchez Sánchez 1229-1231 10.51272/pmena.42.2020-193

The variation, covariation and the reference system in the construction of Cartesian ideas / La variación, la covariación y el sistema de referencia en la construcción de ideas cartesianas Itzel González Rodríguez, José David Zaldívar Rojas 1232-1234 10.51272/pmena.42.2020-194

Mathematical modeling for studying the concept of integral through an authentic problem / Modelación matemática para el estudio del concepto de integral a través de un problema auténtico Shirley Johana Toloza Peña, Jorge Enrique Fiallo Leal 1235-1237 10.51272/pmena.42.2020-195

Statistics and Probability      
  Research Reports   1238  

Comparison strategies by quotient and the urn model in the choice of probabilities / Estrategias de comparación por cociente y el modelo de urna en la elección de probabilidades Maribel Aguas-Hidalgo, Ricardo Quintero-Zazueta 1239-1253 10.51272/pmena.42.2020-196

High-school students’ probabilistic reasoning when working with random intervals Sandra Areli Martínez Pérez, Ernesto A Sánchez Sánchez 1254-1261 10.51272/pmena.42.2020-197

Covariational reasoning patterns of high school students in problems of correlation and linear regression / Patrones de razonamiento covariacional de estudiantes de bachillerato en problemas de correlacion y regresión lineal Miguel Medina, Eleazar Silvestre 1262-1279 10.51272/pmena.42.2020-198

Types of orchestrations in a case study of a statistics constructionist teaching practice / Tipos de orquestación en un estudio de caso de una enseñanza construccionista de la estadística Perla Marysol Ruiz-Arias, Ana Isabel Sacristán 1280-1297 10.51272/pmena.42.2020-199

High school students’ misconceptions about significance testing with a repeated sampling approach Ernesto Sánchez Sánchez, Víctor N. García Rios, Eleazar Silvestre Castro, Guadalupe Carrasco Licea 1298-1306 10.51272/pmena.42.2020-200

Statistics and probability: Brief Research Reports   1307  

Fundamental statistical ideas in primary / Ideas fundamentales de estadística en primaria Santiago Inzunza 1308-1316 10.51272/pmena.42.2020-201

Reasoning about association for categorical data using contingency tables and mosaic plots Sheri E. Johnson 1317-1321 10.51272/pmena.42.2020-202

Students’ “multi-sample distribution” misconception about sampling distributions Kiya L. Eliason, Steven R. Jones 1322-1330 10.51272/pmena.42.2020-203

Conditional probability in early childhood: a case study Brigitte Johana Sánchez Robayo, Jesse L. M. Wilkins 1331-1335 10.51272/pmena.42.2020-204

The impact of self-collected data on students’ statistical analysis Karoline Smucker, Azita Manouchehri 1336-1340 10.51272/pmena.42.2020-205

Statistics and Probability: Poster Presentations   1341  

Decision-making problem for interpreting algebraic inequalities / Problemas de toma de decisión para interpretar las inecuaciones algebraicas Sharon Samantha Membreño Estrada, Claudia Margarita Acuña Soto 1342-1343 10.51272/pmena.42.2020-206

Model eliciting activity for learning statistical techniques for process control / Actividad provocadora de modelos para el aprendizaje de técnicas estadísticas de control de procesos Ponce Vega Luis Martin, Aguiar Barrera Martha Elena, Gutiérrez Pulido Humberto 1344-1346 10.51272/pmena.42.2020-207

The role of simulation in solving probability tasks Karoline Smucker 1347-1348 10.51272/pmena.42.2020-208

Student Learning and Related Factors      
  Research Reports   1349  

Mathematics anxiety as a mediator for gender differences in 2012 PISA mathematics scores Jennifer Cox, Erik Jacobson 1350-1359 10.51272/pmena.42.2020-209

Elementary students and their self-identified emotions as they engaged in mathematical problem solving Jenna R. O’Dell, Todd Frauenholtz 1360-1368 10.51272/pmena.42.2020-210

Student Learning and Related Factors: Brief Research Reports   1369  

A culture of change: Students stories in undergraduate reform math John Bragelman, Wesley Maciejewski 1370-1373 10.51272/pmena.42.2020-211

Discovering square roots: Productive struggle in middle school mathematics Cindy Cattey, Cody Patterson 1374-1378 10.51272/pmena.42.2020-212

Everyday experiences and school knowledge of mathematics. An enactive approach / Experiencias cotidianas y conocimientos escolares de matemáticas. una aproximación enactivista Edda N. Jimenez de la Rosa y Barrios 1379-1385 10.51272/pmena.42.2020-213

Moving towards meaning making in multiplication: A preliminary report of an intervention in number sense Rachel Lambert, Monica Mendoza, Tomy Nguyen 1386-1389 10.51272/pmena.42.2020-214

Gender differences in attitudes towards mathematics and STEM major choice: The importance of mathematics identity Dalton Marsh, Sheree Sharpe 1390-1394 10.51272/pmena.42.2020-215

Investigating self-efficacy, test anxiety, and performance in college Algebra Yuliya Melnikova, Valerie Long, Russell S. Stocker 1395-1398 10.51272/pmena.42.2020-216

Monopolizing teacher attention: A case of multilingual learners’ competence embodied in social formations Isaac T Nichols-Paez 1399-1404 10.51272/pmena.42.2020-217

Mother-centered understanding of mathematical interactions with children: Pursuing positive intent Sam Prough 1405-1409 10.51272/pmena.42.2020-218

Didactic purposes and functions of security and doubt in mathematical contents / Fines y funciones didácticas de la seguridad y la duda en contenidos matemáticos Mirela Rigo-Lemini, María Alejandra Bernal-Pinzón, Esperanza Carolina Orozco-del-Castillo 1410-1418 10.51272/pmena.42.2020-219

Comparing transfer and non-transfer college students’ mathematics professional vision Sarah A. Roberts, Hannali Pajela 1419-1423 10.51272/pmena.42.2020-220

Spontaneous mathematical moments between caregiver and child during an engineering design project Amber Simpson, Qiu Zhong 1424-1428 10.51272/pmena.42.2020-221

Manifestations of bias within preservice teachers professional noticing of children’s mathematical thinking Jonathan Thomas, Taylor Marzilli, Brittney Sawyer, Cindy Jong, Molly H. Fisher 1429-1433 10.51272/pmena.42.2020-222

Middle school students’ contextualized geometric spatial understandings Jennifer Wilhelm, Merryn Cole, Emily Driessen, Samantha Ringl 1434-1438 10.51272/pmena.42.2020-223

Student Learning and Related Factors: Poster Presentations   1439  

Preschool-aged children’s emergent dispositions with respect to mathematics James E. R. Beyers, Megan Sytsma 1440-1441 10.51272/pmena.42.2020-224

A preliminary model of influences on adolescents’ perceptions of usefulness in school mathematics Tracy E. Dobie, Rachel Francom 1442-1443 10.51272/pmena.42.2020-225

Exploring the relationship between math anxiety, working memory and teacher practices Luke Duncan, Karen High 1444-1445 10.51272/pmena.42.2020-226

Problem posing in partitive and quotitive division Amanda Lake Heath, L. Jeneva Clark 1446-1447 10.51272/pmena.42.2020-227

Modal continuity in Deaf students’ signed mathematical discourse Christina M. Krause, Dor Abrahamson 1448-1449 10.51272/pmena.42.2020-228

Adolescents’ mathematics identities in a math circle Rileigh Luczak 1450-1451 10.51272/pmena.42.2020-229

Tutoring lab attendance and time spent on homework: Impact on student performance in college algebra Yuliya Melnikova, Valerie Long, Courtlyn Adams 1452-1453 10.51272/pmena.42.2020-230

Student inquiry in interesting lessons Hector I. Nieves, Rashmi Singh, Leslie Dietiker 1454-1455 10.51272/pmena.42.2020-231

Problem solving dispositions in rural communities Frederick A. Peck, Mary Alice Carlson, Adewale Adeolu, Sara Killeen, Katherine McWalters 1456-1457 10.51272/pmena.42.2020-232

The effects of worked example formats on student learning of Algebra Hannah Smith, Avery Harrison, Jenny Yun-Chen Chan, Erin Ottmar 1458-1459 10.51272/pmena.42.2020-233

Teacher Education (Pre‑service)      
  Research Reports   1460  

Using video analysis to improve preservice elementary teachers’ noticing skills Liza Bondurant, Lisa Poling, Diana Moss 1461-1468 10.51272/pmena.42.2020-234

Counterstories of preservice elementary teachers: strategies for successful completion of their math content sequence Anne Cawley, Hazar Eldick, Samantha Cano 1469-1476 10.51272/pmena.42.2020-235

Productive seeds in preservice teachers’ reasoning about fraction comparisons Ian Whitacre, Kelly Findley, Sebnem Atabas 1477-1484 10.51272/pmena.42.2020-236

Didatic-mathematical knowledge and competence of prospective secondary school mathematics teachers on linear variation / Conocimientos y competencias didáctico-matemáticos de futuros profesores de matemáticas de secundaria sobre variación lineal Karina Jaquelin Herrera García, María Teresa Dávila Araiza 1485-1502 10.51272/pmena.42.2020-237

What does it mean to be me? A preservice mathematics teacher’s identity development during an education abroad program Blair Izard 1503-1509 10.51272/pmena.42.2020-238

Classroom events on problem solving with Geogebra anticipated by future mathematics teachers Alexánder Hernández, Josefa Perdomo-Díaz, Matías Camacho-Machín 1510-1518 10.51272/pmena.42.2020-239

Latinx paraeducators lived mathematical experiences David Slavit, Gisela Ernst-Slavit 1519-1526 10.51272/pmena.42.2020-240

Modeling to understand the world around us and our place in it: If the world were a village Eva Thanheiser, Brenda Rosencrans, Brittney Ellis, Amanda Sugimoto, Torrey Kulow, Molly Robinson 1527-1534 10.51272/pmena.42.2020-241

Investigating elementary pre-service teachers’ conceptions of mathematical creativity Anne N. Waswa, Kevin C. Moore 1535-1543 10.51272/pmena.42.2020-242

Teacher Education (Pre-service) Brief Research Reports   1544  

The use of mixed-reality simulations as a tool for preparating pre-service teachers and their perceptions and opinions / Uso de simulacion de realidad-mixta como herramienta en la formación de maestros: percepciones y opiniones Jair J. Aguilar, James A. Telese 1545-1555 10.51272/pmena.42.2020-243

Pre-service teachers’ operationalization of cognitive demand across context Monica Anthony, Margaret Walton, William Viviani 1556-1560 10.51272/pmena.42.2020-244

Reflective conversation as a means to develop knowledge in future mathematics teachers Eddie Aparicio-Landa, Landy Sosa-Moguel 1561-1566 10.51272/pmena.42.2020-245

Real-time coaching with secondary preservice teachers: The practices of mathematics teacher educators Fran Arbaugh, Raymond LaRochelle, Seonmi Do, Azaria Cunningham, Kevin Voogt, Michelle Cirillo, Kristen N. Bieda 1567-1571 10.51272/pmena.42.2020-246

Frameworks for noticing in mathematics education research Dominique Banner 1572-1576 10.51272/pmena.42.2020-247

Prospective elementary teachers’ use of contextual knowledge when solving problematic word problems José N. Contreras 1577-1584 10.51272/pmena.42.2020-248

Using strip diagrams to support prospective middle school teachers’ explanations for fraction multiplication Eric Cordero-Siy 1585-1589 10.51272/pmena.42.2020-249

Pre-service teachers’ patterns of questioning while tutoring students with learning disabilities in Algebra 1 Anna F. DeJarnette, Casey Hord 1590-1594 10.51272/pmena.42.2020-250

Pre-service elementary teachers navigating tensions related to classroom social dynamics through hypothetical teaching scenarios Tracy E. Dobie, Lauren Barth-Cohen, Rachel Francom, Kevin Greenberg, José Gutiérrez 1595-1600 10.51272/pmena.42.2020-251

Error patterns in prospective K-8 teachers’ posing of multi-step addition and subtraction word problems Ali Foran, Rachael M. Welder 1601-1605 10.51272/pmena.42.2020-252

Conceptual and procedural learning in pre-service mathematics teachers during a conversation / Aprendizaje conceptual y procedimental en profesores de matemáticas en formación durante una conversación Karla Gómez Osalde, Eddie Aparicio Landa, Landy Sosa Moguel 1606-1614 10.51272/pmena.42.2020-253

Prospective teachers’ strategies for evaluating non-standard angular measurement tools Hamilton L. Hardison, Hwa Young Lee 1615-1619 10.51272/pmena.42.2020-254

Pre-service teachers’ developing instructional strategies for English language learners in secondary mathematics Brittany Caldwell, Salvador Huitzilopochtli 1620-1623 10.51272/pmena.42.2020-255

Pre-service secondary mathematics teachers’ evolution of communally agreed-on criteria for proof Yi-Yin Ko, Dalton Edgecomb, Nathan Kooi 1624-1628 10.51272/pmena.42.2020-256

Analyzing how reflective discussions in a content course influence prospective teachers’ beliefs Alexa W.C. Lee-Hassan 1629-1633 10.51272/pmena.42.2020-257

Can confidence in mathematical afirmationsinfluence negatively in the advance of the discipline? Why? / ¿La confianza en afirmaciones matemáticas puede influir negativamente en el avance de la disciplina? ¿Por qué? Benjamín Martínez-Navarro, Mirela Rigo-Lemini 1634-1642 10.51272/pmena.42.2020-258

Preservice teachers analysis of the use of history in mathematics lessons Michael S Meagher, Asli Özgün-Koca 1643-1647 10.51272/pmena.42.2020-259

Preservice teachers’ perceptions of a lesson study connecting multicultural literature with culturally responsive mathematics teaching Alesia Mickle Moldavan 1648-1652 10.51272/pmena.42.2020-260

Conceptual systems when implementing model-eliciting activities / Sistemas conceptuales al implementar actividades provocadoras de modelos Luis E. Montero-Moguel, Verónica Vargas-Alejo, Iván I. Rodríguez-González 1653-1661 10.51272/pmena.42.2020-261

Explicit teaching of questioning in math methods course: Preservice teachers’ attempts to ask probing questions Susie Morrissey, Ozgul Kartal, Gorjana Popovic 1662-1666 10.51272/pmena.42.2020-262

Supporting fractions as measures in an online mathematics methods course Diana Moss, Steven Boyce, Beth L. MacDonald, Claudia Bertolone-Smith 1667-1671 10.51272/pmena.42.2020-263

Preparing to elicit student thinking: Supporting PST questioning in an university teaching experience Sheila Orr, Kristen Bieda 1672-1676 10.51272/pmena.42.2020-264

Prospective teachers’ interpretations of mathematical reasoning Hyejin Park, Marta T. Magiera 1677-1681 10.51272/pmena.42.2020-265

Resources that preservice and inservice teachers offer in collaborative analysis of student thinking Cody L. Patterson, Hiroko K. Warshauer, Max L. Warshauer 1682-1686 10.51272/pmena.42.2020-266

Prospective elementary teachers’ content knowledge of decimal magnitude and place value Rachel Starks, Ziv Feldman 1687-1691 10.51272/pmena.42.2020-267

Teachers candidates’ implementations of equitable mathematics teaching practices: An examination of divergent paths Angela Stoltz, Imani Goffney, Kelly K. Ivy, Tarik Buli, Ebony Terrell Shockley 1692-1697 10.51272/pmena.42.2020-268

Exploring shifts in a student’s graphical shape thinking Madhavi Vishnubhotla, Teo Paoletti 1698-1702 10.51272/pmena.42.2020-269

Exploring preservice teachers’ pedagogical content knowledge of teaching fractions   1703-1707 10.51272/pmena.42.2020-270

Teacher Education (Pre-service): Poster presentations   1708  

Future teachers of basic geometry: Crossroads between the knowledge of two school cultures of mathematics Alejandra Avalos-Rogel, Marleny Hernández Escobar 1709-1711 10.51272/pmena.42.2020-271

Developing prospective teachers’ representational fluency of whole number multiplication using array representations Neet Priya Bajwa, Jennifer M. Tobias, Dana Olanoff, Rachael M. Welder 1712-1713 10.51272/pmena.42.2020-272

The power of caring and funds of knowledge in teacher learning Jessica Davidson, Eileen Fernández 1714-1715 10.51272/pmena.42.2020-273

Prospective teachers’ affordances and challenges of seeing students’ mathematical strengths Monica Gonzalez, Katherine Baker, Kathleen Nitta, Erin Smith, Tracy Dobie, Naomi Jessup, Jennifer Ward 1716-1717 10.51272/pmena.42.2020-274

The UTE model: Animating pre-service teachers’ visions for student engagement Jonathan Gregg, Raymond LaRochelle, Azaria Cunningham, Seonmi Do, Kristen Bieda, Fran Arbaugh 1718-1719 10.51272/pmena.42.2020-275

SEE math (support and enrichment experiences in mathematics) program Crystal Kalinec-Craig, Emily P. Bonner 1720-1721 10.51272/pmena.42.2020-276

Pre-service elementary education teachers’ solutions for word problems: Using strip diagram vs. algebraic approach Melike Kara, Kimberly Corum 1722-1723 10.51272/pmena.42.2020-277

Designing pedagogies of practice for a critical practice-based teacher education Joshua H. Karr 1724-1725 10.51272/pmena.42.2020-278

Documenting adaptive expertise through the evolving use of an enactment tool Joshua H. Karr, Erin E. Baldinger, Matthew P. Campbell, Sean P. Freeland 1726-1727 10.51272/pmena.42.2020-279

Evaluation of a software solution for refreshing pre-service teachers’ mathematics content knowledge Anjali Khirwadkar, Steven Khan, Joyce Mgombelo 1728-1729 10.51272/pmena.42.2020-280

Professional teacher noticing as embodied activity Karl W. Kosko, Jennifer Heisler, Enrico Gandolfi 1730-1731 10.51272/pmena.42.2020-281

Distinctions in preservice teachers’ asset-based noticings of middle school students’ mathematical strengths Brian R. Lawler, Dorothy Y. White 1732-1733 10.51272/pmena.42.2020-282

Mathematics is everywhere: intersection of PST perceptions and non-mathematics-education faculty perceptions and observable actions Mary Elizabeth Riley Lloyd 1734-1735 10.51272/pmena.42.2020-283

Creative mathematical reasoning and content as an evaluative framework for preservice teacher experiences Tami S. Martin, Craig J. Cullen 1736-1737 10.51272/pmena.42.2020-284

Textbook use of children’s thinking to support prospective elementary teachers’ geometric understanding Brooke Max, Rachael Welder 1738-1739 10.51272/pmena.42.2020-285

Using multiple strategies tasks to explore pre-service teachers’ persistence Amanda Jo Meiners, Kyong Mi Choi, Dae Hong 1740-1741 10.51272/pmena.42.2020-286

Advancing understanding of equity with case study dilemmas: Lessons from preservice teachers Alesia Mickle Moldavan, Monica Gonzalez 1742-1743 10.51272/pmena.42.2020-287

Relationship between not knowing and successful problem solving among pre-service secondary mathematics teachers Gulshat Shakirova, Mourat Tchoshanov, Kevin Fierro 1744-1745 10.51272/pmena.42.2020-288

Fostering student teachers’ spatial reasoning: the robotics Mars challenge Mawuli Kofi Tay, Armando Paulino Preciado-Babb 1746-1747 10.51272/pmena.42.2020-289

Teacher Education (In-service) / Professional Development      
  Research Reports   1748  

Methodology for the design of didactic sequences for secondary mathematics in a technological context / Metodología para el diseño de secuencias didácticas para matemática de secundaria en un contexto tecnólogico Jamil Fabiola Alvarado Sánchez, José Luis Soto Munguía 1749-1764 10.51272/pmena.42.2020-290

Coaches’ and teachers’ noticing through annotations: Exploring analytic stance across coaching cycles Julie M. Amador, Ryan Gillespie, Jeffrey Choppin, Cyndi Carson 1765-1773 10.51272/pmena.42.2020-291

Articulating effective middle grades instructional practices in a teacher-researcher alliance Joe Champion, Angela R Crawford, Michele Carney 1774-1781 10.51272/pmena.42.2020-292

Studying a synchronous online course using a community of inquiry framework Jeffrey Choppin, Julie Amador, Cynthia Callard, Cynthia Carson 1782-1790 10.51272/pmena.42.2020-293

“I must be a glutton for punishment”: Teachers’ emotions related to videorecording of mathematics instruction Dionne Cross Francis, Jinqing Liu, Ayfer Eker, Pavneet K. Bharaj, Kemol Lloyd, Ji Hong, Mihyun Jeon 1791-1799 10.51272/pmena.42.2020-294

Reconciling local contexts and external conceptual resources in mathematics teachers’ collaborative sensemaking Nadav Ehrenfeld, Katherine Schneeberger McGugan, Samantha A. Marshall, Brette Garner 1800-1808 10.51272/pmena.42.2020-295

Examining how teachers enact the suggestions of a coach: Critique of a methodology Ryan Gillespie, Julie M. Amador, Jeffrey Choppin 1809-1817 10.51272/pmena.42.2020-296

Changes in practicing secondary teachers’ professional noticing over a long-term professional development program Raymond LaRochelle, Sloan Hill-Lindsay, Susan Nickerson, Lisa Lamb 1818-1827 10.51272/pmena.42.2020-297

An exploration of mathematics teacher leaders in PME-NA proceedings from 1984-2019 Evthokia Stephanie Saclarides, Courtney Baker, Allison Mudd, Stefanie Livers, Kristin Harbour, Margret Hjalmarson 1828-1836 10.51272/pmena.42.2020-298

Teacher Education (In-service) / Professional Development: Brief Research Reports   1837  

A collaborative professional development model: promoting shifts in classroom practice Pavneet Kaur Bharaj, Enrique Galindo, Jinqing Liu, Gina Borgioli Yoder 1838-1842 10.51272/pmena.42.2020-299

Self-efficacy and the kernel of content knowledge L. Jeneva Clark, Peggy Bertrand, Amanda Lake Heath 1843-1847 10.51272/pmena.42.2020-300

Contributing factors to secondary mathematics teachers’ professional identity Jennifer Cribbs, Jianna Davenport, Lisa Duffin, Martha Day 1848-1852 10.51272/pmena.42.2020-301

Mathematics teachers’ perceptions of their instruction for multilingual learners through professional development experiences Cameron Dexter Torti, Sarah A. Roberts, Julie A. Bianchini 1853-1857 10.51272/pmena.42.2020-302

A framework for the facilitation of online professional development to support instructional change Nicholas Fortune, Ralph Chikhany, William Hall, Karen Allen Keene 1858-1862 10.51272/pmena.42.2020-303

Influences on early-career mathematics’ teachers vision of teaching with technology: a longitudinal study Suzanne R. Harper, Dana C. Cox 1863-1867 10.51272/pmena.42.2020-304

Mathematics specialists and teacher leaders: an ongoing qualitative synthesis Margret A. Hjalmarson, Evthokia Stephanie Saclarides, Kristin Harbour, Stefanie Livers, Courtney K. Baker 1868-1872 10.51272/pmena.42.2020-305

Towards reflection on the practice in a learning community of higher-level mathematics teachers Miguel Ángel Huerta-Vázquez, Olimpia Figueras 1873-1877 10.51272/pmena.42.2020-306

The evolution of teachers’ conceptions of teaching mathematical modeling through participation in lesson study Jenifer Hummer 1878-1886 10.51272/pmena.42.2020-307

Characterizing feedback given among mathematics teachers: classroom observations Erin E. Krupa, Mika Munakata 1887-1891 10.51272/pmena.42.2020-308

Examining in-service teachers’ diagnostic competence Jinqing Liu, Erik Jacobson, Pavneet Kaur Bharaj 1892-1896 10.51272/pmena.42.2020-309

The design, implementation, and impact of a collaborative responsive professional development (CRPD) model Jinqing Liu, Enrique Galindo, Gina Borgioli Yoder, Pavneet Kaur Bharaj 1897-1901 10.51272/pmena.42.2020-310

Position and sensemaking in rehearsal debrief discussions Jen Munson, Erin E. Baldinger, Sarah Larison 1902-1906 10.51272/pmena.42.2020-311

Aisspommootsiio’pa – A collaboration to improve teaching and learning mathematics at the Kainai nation Armando Paulino Preciado Babb, Jodi Harker 1907-1911 10.51272/pmena.42.2020-312

“This is you. This is your family”: Case study on attending to mathematical language development Eric Cordero-Siy, Sam Prough, Elzena McVicar, Hala Ghousseini, Elham Kazemi 1912-1916 10.51272/pmena.42.2020-313

Teachers’ cognitive processes during the teaching of fractions and multiplicative problems / Los procesos cognitivos de profesores durante la enseñanza de fracciones y problemas multiplicativos Marta Ramírez Cruz, Marta Elena Valdemoros Álvarez 1917-1925 10.51272/pmena.42.2020-314

Challenges influencing secondary mathematics teacher’s transition towards teaching with virtual manipulatives Lindsay Reiten 1926-1930 10.51272/pmena.42.2020-315

How facilitators define, design, and implement effective early childhood mathematics professional development Alexis Spina, Meghan Macias, Paul N. Reimer 1931-1935 10.51272/pmena.42.2020-316

The design and implementation of an intervention to support and Retain early career mathematics teachers Lisa Amick, Maria Campitelli, Paula Jakopovic, Judy Kysh, Dawn Parker, April Pforts, Travis Weiland, Laura J Wilding 1936-1940 10.51272/pmena.42.2020-317

Collaborative learning within an informal community: How online spaces can catalyze change Heather West, Robin Keturah Anderson, Amanda Kates 1941-1945 10.51272/pmena.42.2020-318

Teacher Education (In-service) / Professional Development: Poster presentations   1946  

Self-directed learning for rural mathematics teachers Robin Keturah Anderson, Kelly L. Boles 1947-1948 10.51272/pmena.42.2020-319

Exploring video coaching practices of online mathematics coaches Cynthia Carson, Jeffrey Choppin 1949-1950 10.51272/pmena.42.2020-320

Elementary teachers’ beliefs about teaching mathematics and science: Implications for Argumentation AnnaMarie Conner, Claire Miller, Jenna Menke, Yuling Zhuang 1951-1952 10.51272/pmena.42.2020-321

The semiosphere: A lens to look at lesson study practices in their cultural context Carola Manolino 1953-1954 10.51272/pmena.42.2020-322

From terrified to comfortable: a fourth-grade teacher’s journey in teaching coding Jenna Menke, Claire Miller 1955-1956 10.51272/pmena.42.2020-323

Getting a foot in the door: Examining mathematics coaches’ Strategies for gaining access to classrooms Jen Munson, Evthokia Stephanie Saclarides 1957-1958 10.51272/pmena.42.2020-324

Coteaching as professional development: A study of secondary mathematics teachers partnering to transition practice Jessica Tybursky Nuzzi 1959-1960 10.51272/pmena.42.2020-325

One teacher’s learning to facilitate argumentation: focus on the use of repeating Hyejin Park, AnnaMarie Conner, Laura M. Singletary, Jonathan K. Foster, Yuling Zhuang 1961-1962 10.51272/pmena.42.2020-326

Developing argumentation practices for teachers Sam Prough, Eric Siy, Hala Ghousseini 1963-1964 10.51272/pmena.42.2020-327

Remote engagement in early mathematics professional development: Using tangible artifacts to mediate participation Paul N. Reimer, Aileen Rizo, Steve Pauls 1965 10.51272/pmena.42.2020-328

Promoting coaches’ learning through doing the math together Evthokia Stephanie Saclarides, Britnie Delinger Kane 1966-1967 10.51272/pmena.42.2020-329

Challenges in improving and measuring mathematics discussion leading practice Meghan Shaughnessy, Nicole Garcia, Jillian Peterson Mortimer, Kristen D’Anna Pynes 1968-1969 10.51272/pmena.42.2020-330

A mathematics teacher’s curricular decisions Elizabeth Suazo-Flores 1970-1971 10.51272/pmena.42.2020-331

From highly receptive to highly skeptical: Engaging all teachers through responsive PD facilitation Christine Taylor, Jean S. Lee 1972-1973 10.51272/pmena.42.2020-332

Teaching and Classroom Practice      
  Research Reports   1974  

A case of shared authority during a student demonstration in a mathematics classroom Sunghwan Byun, Lee Melvin Peralta, Beth Herbel-Eisenmann 1975-1983 10.51272/pmena.42.2020-333

High school mathematics teachers’ orientations toward engagement Amanda Jansen, Kelly Curtis, Amanda Mohammad Mirzaei, Cathy Cullicott, Ethan Smith, James Middleton 1984-1992 10.51272/pmena.42.2020-334

Supporting english learner students’ development of the mathematics register through an instructional intervention Richard Kitchen, Libni B. Castellón, Karla Matute 1993-2000 10.51272/pmena.42.2020-335

Disentangling the role of context and community in teacher professional development uptake Karen Koellner, Nicora Placa, Nanette Seago, Grace Yormak 2001-2008 10.51272/pmena.42.2020-336

Supporting inclusion of students that typically struggle with mathematics in cognitively demanding small-group discourse Kristy Litster 2009-2016 10.51272/pmena.42.2020-337

Profiling productive mathematical teaching moves in 4th-8th mathematics classrooms Kathleen Melhuish, Sharon K. Strickland, Brittney Ellis, Simon Byeonguk Han, Autumn Pham, Eva Thanheiser 2017-2025 10.51272/pmena.42.2020-338

Teaching and Classroom Practice: Brief Research Reports   2026  

Practices of facilitators when planning mathematical modeling activities in an informal setting Adewale, A.S 2027-2031 10.51272/pmena.42.2020-339

Exploring teachers’ constructions of equity in mathematics education: an ecological approach Megan Brunner 2032-2036 10.51272/pmena.42.2020-340

Preservice teachers’ perceptions of depictions of mathematics teaching practice when enduring individual characteristics are introduced Lawrence M. Clark, Blake O’Neal Turner, Kristyn Lue 2037-2041 10.51272/pmena.42.2020-341

Instructional tensions faced while engaging high school geometry students in SMP3 tasks Kimberly Conner, Brooke Krejci 2042-2046 10.51272/pmena.42.2020-342

Mathematics instructors’ attention to instructional interactions in discussions of teaching rehearsals Lindsay Czap, Sally Ahrens, Alyson E. Lischka 2047-2051 10.51272/pmena.42.2020-343

Orchestrating both student authority and accountability to the discipline when guiding students presenting a proof Mette Andresen, Bettina Dahl 2052-2056 10.51272/pmena.42.2020-344

Reviewing the literature on flipped mathematics instruction: a qualitative meta-analysis Ruby L. Ellis, Jaepil Han, Zandra de Araujo, Samuel Otten 2057-2061 10.51272/pmena.42.2020-345

Connecting ideas and gesturing during whole-class discussions Jonathan K. Foster 2062-2066 10.51272/pmena.42.2020-346

One teacher’s analysis of her questioning in support of collective argumentation Jonathan K. Foster, Yuling Zhuang, AnnaMarie Conner, Hyejin Park, Laura M. Singletary 2067-2071 10.51272/pmena.42.2020-347

STEM instructors’ noticing and responding to student thinking Jessica R. Gehrtz 2072-2076 10.51272/pmena.42.2020-348

Hybrid environments of learning: Potential for student collaboration and distributed knowledge Veronica Hoyos, Estela Navarro, Victor J. Raggi 2077-2081 10.51272/pmena.42.2020-349

Embracing proving into everyday lesson by problem posing Hangil Kim 2082-2086 10.51272/pmena.42.2020-350

Profiling the use of public records of students’ mathematical thinking in 4th-8th mathematics classrooms Christina Koehne, Eva Thanheiser, Sharon Strickland, Autumn Pham, Ruth Heaton, Kathleen Melhuish 2087-2091 10.51272/pmena.42.2020-351

An instructor’s actions for maintaining the cognitive demands of tasks in teaching mathematical induction Vladislav Kokushkin, Marcie Tiraphatna 2092-2096 10.51272/pmena.42.2020-352

Relationships with mathematics: the importance of agency and authority Tanya LaMar 2097-2104 10.51272/pmena.42.2020-353

Articulating the student mathematics in student contributions Laura R. Van Zoest, Shari L. Stockero, Keith R. Leatham, Blake E. Peterson, Joshua M. Ruk 2105-2109 10.51272/pmena.42.2020-354

Making addition Visual: Subitizing and scaffolding Tina Rapke, Matthew Cheung, Heather Bourrie 2110-2114 10.51272/pmena.42.2020-355

Linking a mathematician’s beliefs and instruction: a case study Rachel Rupnow 2115-2120 10.51272/pmena.42.2020-356

Operationalizing access for students: making meaning of tasks, contexts and language Amanda Sugimoto, Eva Thanheiser, Kate Melhuish, M. Alejandra Sorto, Autumn Pham 2121-2125 10.51272/pmena.42.2020-357

Mathematics teachers’ epistemic dispositions and their relationship with teacher instruction and student learning: a systematic research synthesis Ian Thacker, Richard Rasiej 2126-2132 10.51272/pmena.42.2020-358

District certified culturally responsive teachers and their elementary mathematics teaching practice: a multi-case study Casedy A. Thomas 2133-2137 10.51272/pmena.42.2020-359

Documenting mathematical language: distinction-making and register-fitting David Wagner, Karla Culligan 2138-2142 10.51272/pmena.42.2020-360

Teaching and Classroom Practice: Poster Presentations   2143  

Uses of the free math textbook in elementary schools in Mexico / Usos del libro de texto gratuito de matemáticas en las escuelas primarias de México Miguel Díaz-Chávez 2144-2145 10.51272/pmena.42.2020-361

What matters to middle school mathematics teachers: results from a three-year professional development program Laura B. Kent 2146-2147 10.51272/pmena.42.2020-362

Translanguaging moves in elementary mathematics classroom number talks: understanding linguistic repertoires Luz A. Maldonado Rodríguez, Gladys Krause, Melissa Adams-Corral 2148-2149 10.51272/pmena.42.2020-363

Using translanguaging to re-examine and deconstruct earlier findings about bilingual mathematics education. Sitaniselao Stan Manu 2150-2151 10.51272/pmena.42.2020-364

Alternatives to mathematics class discussions: inclusive ways to connect and expand children’s ideas José Martínez Hinestroza 2152-2153 10.51272/pmena.42.2020-365

Learning through activity (LTA) in superior education: The case of the Heine-Borel theorem Rogelio Meana Chávez, Juan Gabriel Herrera Alva 2154-2155 10.51272/pmena.42.2020-366

Mathematics teacher educators as culturally responsive pedagogues: Introducing a framework for “growing CRP” Kathleen Nolan, Lindsay Keazer 2156-2157 10.51272/pmena.42.2020-367

Beginning teachers’ equitable and ambitious number talks Byungeun Pak, Brent Jackson, Jillian Cavanna 2158-2159 10.51272/pmena.42.2020-368

The interplay between a visual task and elementary students’ mathematical discourse Zachary Pearson, Azita Manouchehri 2160-2161 10.51272/pmena.42.2020-369

A university instructor’s orchestration for supporting his students’ programming for mathematics Marisol Santacruz-Rodríguez, Ana Isabel Sacristán, Chantal Buteau, Joyce Mgombelo, Eric Muller 2162-2163 10.51272/pmena.42.2020-370

Technology      
  Research Reports   2164  

The effects of a technology course with collaborative design on prospective teachers’ knowledge and beliefs Jon D. Davis 2165-2173 10.51272/pmena.42.2020-371

Investigating undergraduate students’ generalizing activity in a computational setting Elise Lockwood, Adaline De Chenne 2174-2182 10.51272/pmena.42.2020-372

Middle school students’ development of an understanding of the concept of function Michael S Meagher, Jennifer Lovett, Allison McCulloch 2183-2191 10.51272/pmena.42.2020-373

Technology: Brief Research Reports   2192  

Developing TPACK for makerspaces to support mathematics teaching and learning Kimberly Corum, Sandy Spitzer, Lynn Nichols, Kristin Frank 2193-2197 10.51272/pmena.42.2020-374

Integrating digital resources to the documentation system of a mathematics teacher in a Mexican rural primary-school / Integración de recursos digitales al sistema documental de una profesora de matemáticas en una primaria rural de méxico Homero Enríquez-Ramírez, Ana Isabel Sacristán 2198-2207 10.51272/pmena.42.2020-375

Enhancing students’ spatial reasoning skills with robotics intervention Krista Francis, Stefan Rothschuh, Dana Poscente, Brent Davis 2208-2212 10.51272/pmena.42.2020-376

Teachers’ problem posing in paper-and-pencil and GeoGebra / Planteamiento de problemas por profesores en papel-y-lápiz y GeoGebra Lucero Hernández Cruz, Cesar Martínez Hernández, Rodolfo Rangel Alcántar, Norma Angélica Barón Ramírez 2213-2221 10.51272/pmena.42.2020-377

Preservice teachers’ perspectives on technology integration in kindergarten through eighth grade mathematics Monte Meyerink, Fenqjen Luo, Ciara Burgal 2222-2227 10.51272/pmena.42.2020-378

Prospective teachers’ approaches to problem-solving activies with the use of a dynamic geometry system Daniel Ortiz May 2228-2232 10.51272/pmena.42.2020-379

Designing for an integrated STEM+C experience Nicole Panorkou, Toni York 2233-2237 10.51272/pmena.42.2020-380

Integrated STEM education through game-based learning Micah Stohlmann 2238-2242 10.51272/pmena.42.2020-381

Embodiment as a Rosetta stone: Collective conjecturing in a multilingual classroom using a motion capture geometry game Michael I. Swart, Kelsey E. Schenck, Fangli Xia, Doy Kim, Oh Hoon Kwon, Mitchell J. Nathan, Candace Walkington 2243-2251 10.51272/pmena.42.2020-382

Theory and Research Methods      
  Research Reports   2252  

Ranking the cognitive demand of fractions tasks Sarah Kerrigan, Anderson Norton, Catherine Ulrich 2253-2261 10.51272/pmena.42.2020-383

Analyzing teacher learning in a community of practice centered on video cases of mathematics teaching Youngjun Kim, Victoria D. Bonaccorso, Mustafa M. Mohamed, Helene S. Leonard, Joseph DiNapoli, Eileen Murray 2262-2269 10.51272/pmena.42.2020-384

An invitation to conversation: addressing the limitations of graphical tasks for assessing covariational reasoning James Drimalla, Brady A. Tyburski, Cameron Byerley, Steven Boyce, Jeffrey Grabhorn, Christopher Orlando Roman, Kevin C. Moore 2270-2278 10.51272/pmena.42.2020-385

Four component instructional design (4C/ID) model confirmed for secondary tertiary mathematics Carol H. Wade, Christian Wilkens, Gerhard Sonnert, Philip M. Sadler 2279-2287 10.51272/pmena.42.2020-386

Teacher questioning strategies in supporting validity of collective argumentation: explanation adapted from habermas' communicative theory Yuling Zhuang, AnnaMarie Conner 2288-2296 10.51272/pmena.42.2020-387

Theory and Research Methods: Brief Research Reports   2297  

Pseudo-empirical, internalized, and interiorized covariational reasoning Steven Boyce 2298-2302 10.51272/pmena.42.2020-388

Learning from teaching: a new model of teacher learning Yasemin Copur-Gencturk, Jessica Rodrigues 2303-2307 10.51272/pmena.42.2020-389

Design and validation of two measures: competence and self-efficacy in mathematical modeling / Diseño y validación de instrumentos de medición de competencias y autoeficacia de modelización matemática Jennifer A. Czocher, Sindura Subanemy Kandasamy, Elizabeth Roan 2308-2316 10.51272/pmena.42.2020-390

Gesture in proof and logical reasoning Laurie D. Edwards 2317-2324 10.51272/pmena.42.2020-391

Making meaning of learning trajectories amidst multiple metaphors Nicole L. Fonger, Amy Ellis 2325-2329 10.51272/pmena.42.2020-392

Differences in students with learning disabilities’ (LD) units construction/coordination and subitizing Beth L. MacDonald, Jessica H. Hunt, Kerry Jordan 2330-2335 10.51272/pmena.42.2020-393

Putting the “M” back into STEM: Considering how units coordination relates to computational thinking Beth L. MacDonald, Colby Tofel-Grehl, Kristin A. Searle, Andrea M. Hawkman, Mario I. Suárez 2336-2340 10.51272/pmena.42.2020-394

Whose problem, whose practice? Negotiating the focus of research-practice partnerships within school mathematics Charles Munter, Cassandra Quinn, Phi Nguyen 2341-2345 10.51272/pmena.42.2020-395

Theory and Research Methods: Poster Presentations   2346  

FALA framework: A learning progression for novice teachers’ use of formative assessment Carolyn Mitten 2347-2348 10.51272/pmena.42.2020-396

A theory-methodology framework for conceptualizing a culturally responsive mathematics/teacher education Kathleen Nolan 2349-2350 10.51272/pmena.42.2020-397

A conceptualized framework for assessing factors that maintain and lower cognitive demand during task enactment Joshua M. Ruk 2351-2352 10.51272/pmena.42.2020-398

Building a robot: making mathematics visible in a non-formal STEM learning environment V. Rani Satyam, Amber Simpson, Joseph DiNapoli, Xiangquan Yao 2353-2354 10.51272/pmena.42.2020-399
  Author’s Index / Indice de autores