research presession planning committee · research publications available since the last annual...

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Research Presession Planning Committee

NCTM Research Committee

Barbara J. Dougherty, ChairUniversity of Hawaii, Honolulu,

[email protected]

James T. FeyUniversity of Maryland College Park,

College Park, [email protected]

Eric GutsteinUniversity of Illinois at Chicago,

Chicago, [email protected]

M. Kathleen HeidThe Pennsylvania State University,

University Park, [email protected]

Iris D. JohnsonMiami University, Oxford, Ohio

[email protected]

Matthew LarsonLincoln Public Schools, Lincoln,

[email protected]

James A. MiddletonArizona State University, Tempe,

[email protected]

Harry Tunis, Staff LiaisonNCTM Headquarters Office, Reston,

[email protected]

Randy Philipp, Co-ChairSan Diego State University, San

Diego, [email protected]

Judit Moschkovich, Co-ChairUniversity of California—Santa Cruz,

Santa Cruz, [email protected]

Rose Mary Zbiek, TreasurerThe Pennsylvania State University,

University Park, [email protected]

Nancy K. Mack, Recording SecretaryGrand Valley State University,

Allendale, [email protected]

Patricio Herbst, Steering CommitteeUniversity of Michigan, Ann Arbor,

[email protected]

Eric Knuth, Steering CommitteeUniversity of Wisconsin—Madison,

Madison, [email protected]

Cengiz Alacaci, ElectronicCommunications Secretary

Florida International University,Miami, Florida

[email protected]

AERA–SIG/RME Executive Board

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AnnouncementsRegistration will be in the Pacific Foyer on the Ballroom Level at the HiltonAnaheim. All sessions are located on the Concourse Level.

A light reception will be held Monday evening following the opening session inthe Pacific B at the Hilton Anaheim.

Research posters will be available for viewing and discussing with the presen-ters on Tuesday, April 5, 2005, 1:00 p.m.–2:30 p.m. in the Pacific Promenade atthe Hilton Anaheim.

The Call for Papers for the next Research Presession, to be held in St. Louis,Missouri, in April 2006, will be available online May 1, 2005.

Be sure to visit the NCTM Bookstore located in Exhibit Halls A/B of theAnaheim Convention Center. It will open at 10:00 a.m. on Wednesday, April 6.Research publications available since the last annual meeting include “Resultsand Interpretations of the 1990–2000 Mathematics Assessments of the NationalAssessment of Educational Progress” and “Classics in Mathematics EducationResearch.”

Photo Courtesy of AOCVCB; Pelican Hills

Monday, April 4, 2005

7:00 p.m.–8:30 p.m.

1. Organizing for Advancement: Can Teacher Communities FosterEquity?

OPENING SESSION

Mathematics education researchers have begun to focus on teacher communities asa way to improve overall mathematics instruction. There is growing consensus thatteachers working together can professionally develop one another and thereby bet-ter serve their students. “Lesson Study” and “Communities of Practice” havebecome mainstays of many large grants and teacher enhancement projects. Yet, westill understand little about how teacher communities might relate to broader equi-ty goals. Drawing on her work in effective mathematics teacher communities in theUnited States and Mexico, the presenter will explore the prospects and pitfalls ofplacing weight on teacher communities to achieve equity.

Rochelle [email protected]

University of Illinois ar Urbana-Champaign, Champaign, Illinois

C/D (PACIFIC BALLROOM)

Tuesday, April 5, 2005

9:00 a.m.–10:30 a.m.

2. Prospective Teachers’ Efforts to Develop and Justify ComputationProcedures

RESEARCH SYMPOSIUM

Teacher educators are charged with preparing prospective teachers to teach mathe-matics as a reasoning process. In this session, we will share our analysis of data froma course designed for prospective elementary school teachers in which studentsworked to develop and justify reasoning procedures for whole number computation.

Theresa [email protected]

Western Michigan University, Kalamazoo, Michigan

Judith M. FlowersUniversity of Michigan—Dearborn, Dearborn, Michigan

Jane-Jane LoWestern Michigan University, Kalamazoo, Michigan

A/B/C (HUNTINGTON)

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9:00 a.m.–10:30 a.m. (continued)

3. The Research Agenda of the Center for the Study of MathematicsCurriculum (CSMC)

THEMATIC PRESENTATION

Mathematics curriculum is a broad and important area for research. The CSMC isengaged in conducting, and stimulating others to conduct, research related to math-ematics curriculum. A curricular research agenda, a discussion of some ongoingresearch studies, and emerging data-collection tools will be shared. Audience par-ticipation is invited.

Barbara [email protected]

University of Missouri—Columbia, Columbia, Missouri

Chris HirschWestern Michigan University, Kalamazoo, Michigan

Glenda LappanMichigan State University, East Lansing, Michigan

Mary Ann HuntleyUniversity of Delaware, Newark, Delaware

A (PACIFIC BALLROOM)

4. Building Professional Communities of Mathematics TeacherDevelopers


The term community is routinely connected to teacher learning, but what are theconceptual components and practical implications of communities that supportmathematics teacher developer learning? Participate in the examination of a diversesubset of “communities” being studied within the Center for Proficiency inTeaching Mathematics.

Patricia S. [email protected]

University of Georgia, Athens, Georgia

Tim BoerstS. Redford Elementary School/University of Michigan, Ann Arbor, Michigan

Dennis HembreeUniversity of Georgia, Athens, Georgia

Rheta RubensteinUniversity of Michigan— Dearborn, Dearborn, Michigan

Laurie SleepUniversity of Michigan, Ann Arbor, Michigan

Catherine BrownIndiana University, Bloomington, Indiana

B (PACIFIC BALLROOM)

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5. Mentoring New Researchers: The ACCLAIM ModelRESEARCH SYMPOSIUM

This session describes a strategy beyond typical coursework to mentor Ph.D. stu-dents in conducting research in mathematics education. It addresses both instillingthe necessary knowledge and engendering the desire and confidence needed to beeffective researchers.

James E. [email protected]

Ohio University, Athens, Ohio

Craig HowleyOhio University, Athens, Ohio

Sue NicholsOhio University, Athens, Ohio

Craig GreenCopper Basin High School, Copperhill, Tennessee

Ed SilverUniversity of Michigan, Ann Arbor, Michigan

Les SteffeUniversity of Georgia, Athens, Georgia

A (CALIFORNIA PAVILION)

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6. Unpacking the Findings of an Effective Culturally BasedMathematics Curriculum

RESEARCH SYMPOSIUM

Consistent and repeated statistically signficant results have shown that mathemat-ics in a cultural context, a culturally based supplemental elementary school cur-riculum, has improved the mathematics performance of Alaska Native and nonativestudents. This session explores these results through videotape and discourseanalysis through four case studies.

Jerry M. [email protected]

University of Alaska Fairbanks, Fairbanks, Alaska

Barbara AdamsUniversity of Alaska Fairbanks, Fairbanks, Alaska

Shehenaz AdamUniversity of Alaska Fairbanks, Fairbanks, Alaska

Melissa KagleUniversity of Alaska Fairbanks, Fairbanks, Alaska

Joan Parker WebsterUniversity of Alaska Fairbanks, Fairbanks, Alaska

Betsy BrennerUniversity of California, Santa Barbara, Santa Barbara, California

Peter WilesUniversity of Arizona, Tucson, Arizona

Marta CivilUniversity of Arizona, Tucson, Arizona

Sharon Nelson BarberWEST ED, Redwood City, California

Ursula SextonWEST ED, Redwood City, California

A/B (SAN SIMEON)

7. School-Based Teachers’ Training Program in ChinaWORK SESSION

This study examined an effective approach in developing the School-BasedTeachers’ Training Program (SBTTP) in Chinese schools and promotes interna-tional perspectives in mathematics education. The Chinese elementary school prin-cipal and mathematics teacher head will demonstrate how to build SBTTP byshowing actual mathematics teachers’ training videotapes.

Zhonghe [email protected]

Slippery Rock University, Slippery Rock, Pennsylvania

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Shuhua AnCalifotrnia State University, Long Beach, Long Beach, California

Lin WangJiangSu Educational Teaching and Research Institute, Nanjing, China

Jianghua AnJiangSu TV University, Nanjing, China

Yiming ZhangNanjing WuLaoCun Elementary School, Nanjing, China

Jie WeiNanjing WuLaoCun Elementary School, Nanjing, China

A/B (PALOS VERDES)

8. Using Student Achievement Data to Support Teacher QualityMeasures

WORK SESSION

This session examines a theoretical model for teacher quality using coding criteriafor teacher/student interactions. These analyses provided a measure of eachteacher’s proficiency on each criterion. This proficiency measure was used withtwo forms of student achievement data to provide a measure of impact for theteacher quality measures.

Robert M. [email protected]

Texas A&M University, College Station, Texas

Mary Margaret CapraroTexas A&M University, College Station, Texas

Adam HarbaughTexas A&M University, College Station, Texas

Tamara CarterTexas A&M University, College Station, Texas

Christopher RomeroTexas A&M University, College Station, Texas

Emilie NaiserJane Long Middle School, Bryan Independent School District,, Bryan, Texas

Stacey EnglishConsolidated Middle School, College Station Independent School District, CollegeStation, Texas

A/B (AVILA)

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9. What Works? Evidence from the GPSMP Secondary Mathematics ProjectRESEARCH SYMPOSIUM

This symposium will provide empirical data about the implementation and impactof using four NSF-funded curriculum materials (CMP, Core Plus, IMP, and MiC)on students’ learning for about 13,000 middle school students and 20,000 highschool students from ten school districts in New Jersey and Pennsylvania.

ORGANIZER/CHAIR

Jinfa [email protected]

University of Delaware, Newark, Delaware

PRESENTERS

Suzanne BlancResearch for Action, Philadelphia PA

Jinfa CaiUniversity of Delaware, Newark, Delaware

Linda CooperVilla Julie College, Maryland

Steve KramerLa Salle University, Philadelphia, PA

Robin MarcusUniversity of Maryland, College Park, Maryland

Joseph MerlinoLa Salle University, Philadelphia, PA

Claire PassantinoResearch for Action, Philadelphia PA

Ned WolffArcadia University, Grandale, PA

DISCUSSANT

Gerald KulmTexas A&M University, College Station, Texas

REDONDO ROOM

11:00 a.m.–12:30 p.m.

10. The Impact of a Standards-Based Curriculum, Mathematics inContext: Final Results

RESEARCH SYMPOSIUM

Final results of the longitudinal study of the impact of the Standards-based mid-dleschool curriculum, Mathematics in Context, on student achievement are report-ed. Relationships between student performance and other research variables suchas instruction are explored. Gains in student achievement are illustrated with par-ticular assessment items. The accessibility of research instruments is discussed.

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Mary C. [email protected]

Northern Illinois University, De Kalb, Illinois

David C. WebbUniversity of Wisconsin—Madison, Madison, Wisconsin

Norman L. WebbUniversity of Wisconsin—Madison, Madison, Wisconsin

A/B/C (HUNTINGTON)

11. School Students’ Attention to Variability When Comparing Data SetsRESEARCH SYMPOSIUM

A panel of presenter/discussants from four different research and curriculum pro-jects on statistics, together with the audience, will share their thinking and reactionsto a set of video clips of students who are reasoning on some tasks in which vari-ability can play an important role when comparing data sets.

J. Michael [email protected]

Portland State University, Portland, Oregon

Jane WatsonUniversity of Tasmania, Hobart, Tasmania, Australia

Cliff KonoldUniversity of Massachusetts, Amherst, Massachusetts

Andee RubinTERC, Cambridge, Massachusetts


12. Assessing Teachers’ Knowledge of MathematicsRESEARCH SYMPOSIUM

This session focuses on two mathematics teacher assessments developed recentlyat the University of Louisville and the University of Michigan. Presenters willshare purposes, descriptions, development processes, and potential uses of theassessments. Presenters will also share sample tasks and responses.

William S. [email protected]

University of Louisville, Louisville, Kentucky

Maggie McGathaUniversity of Louisville, Louisville, Kentucky

E. Todd BrownUniversity of Louisville, Louisville, Kentucky

Heather HillUniversity of Michigan, Ann Arbor, Michigan

Laurie SleepUniversity of Michigan, Ann Arbor, Michigan

Lew RomagnanoMetropolitan State College of Denver, Denver, Colorado


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11:00 a.m.–12:30 p.m. (continued)

13. Mathematics Initiative, Students of Color and the Developmentof Probabilistic Reasoning

RESEARCH SYMPOSIUM

This symposium brings together researchers collaborating to study the develop-ment of probabilistic thinking as students exercise their mathematics initiative.Study participants are African American and Latino learners in an urban middleschool. We discuss their use of computer simulations and empirical results to makesense of chance.

Arthur B. [email protected]

Rutgers University, Newark, New Jersey

Carolyn A. MaherRutgers University, New Brunswick, New Jersey

Hollylynne Stohl LeeNorth Carolina State University, Raleigh, North Carolina

Keith WeberRutgers University, New Brunswick, New Jersey

Alice AlstonRutgers University, New Brunswick, New Jersey

John FranciscoRutgers University, New Brunswick, New Jersey


14. The Teacher Professional Continuum Program (TPC) of theNational Science Foundation

WORK SESSION

The purpose of this workshop is twofold: (1) To give an overview of the first roundof the TPC competition (2004) in both the Research Studies and the Resources forProfessional Development categories, emphasizing the research designs and pro-fessional development models; and (2) to give a proposal-writing workshop toassist future principal investigators.

Monica M. [email protected]

National Science Foundation, Arlington, Virginia

A/B (SAN SIMEON)

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11:00 a.m.–11:30 a.m.

15. An In-Depth Study of Teachers Participating in the “BrokenCalculator” Course

INDIVIDUAL PAPERS

We present results of an in-depth study of two elementary school mathematicsteachers participating in an on-line, case study-based, multimedia professionaldevelopment course. Through classroom observations, videotapes, interviews, andcourse discussion postings, we examine the impact of participation in the course onmathematics teaching practices and student learning.

Shari J. [email protected]

The Concord Consortium, Concord, Massachusetts

Ricardo NemirovskyTERC, Cambridge, Massachusetts

Alvaro GalvisThe Concord Consortium, Concord, Massachusetts

Tess Z. GriffinThe Concord Consortium, Concord, Massachusetts

A/B (PALOS VERDES)

11:00 a.m.–12:30 p.m.

16. The Principled Use of Classroom Artifacts in Professional DevelopmentWORK SESSION

Though professional development often includes teachers’ work with classroomartifacts, there has been little work that articulates principles for their effective use.This session will report on the taxonomy for principled use being developed in theTurning to the Evidence project.

Lynn T. [email protected]

Education Development Center, Inc. (EDC), Newton, Massachusetts

Nanette SeagoWestEd, San Diego, California

Mark DriscollEDC, Newton, Massachusetts

Judy MummeWestEd, Camarillo, California

Zuzka BlasiEDC, Newton, Massachusetts

Johannah NikulaEDC, Netwon, Massachusetts

A/B (AVILA)

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11:00 a.m.–12:30 p.m. (continued)

17. Influential Beliefs: The Effects of Parents, Teachers, andCommunities

RESEARCH SYMPOSIUM

Students’ attitudes and beliefs about mathematics strongly influence performance,but what issues affect them? Presenters will offer unique perspectives on the influ-ence of parents, teachers, communities, and factors such as race and ethnicity.Indications for classroom practice are included.

Robb [email protected]

North Georgia College and State University, Dahlonega, Georgia

Elizabeth M. JakubowskiFlorida State University, Tallahassee, Florida

Dante TawfeeqFlorida A&M University, Tallahassee, Florida

Joseph F. KolacinskiElmira College, Elmira, New York

Sraboni GhoshNorth Georgia College, Dahlonega, Georgia

REDONDO ROOM

12:00 noon–12:30 p.m.

18. Teachers Developing Classroom Assessment: The Impact onStudents’ Achievement

INDIVIDUAL PAPERS

This session presents results from an eighteen-month study in which secondaryschool teachers of mathematics and science were supported in developing class-room assessment skills. The teachers’ practice changed radically (although slowlyat first), and the performance of their students was significantly greater than otherstudents in the same schools.

Dylan [email protected]

ETS, Princeton, New Jersey

A/B (PALOS VERDES)

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1:00 p.m.–2:30 p.m.

19. A Mentoring Session for Novice ResearchersWORK SESSION

A group of experienced researchers, representing a diversity of research interestsand methodologies, will be available to talk informally with small groups of con-ference participants about undertaking a personal research agenda. This sessionwill be organized in a roundtable format, with each mentor assigned to chat withno more than ten participants.

James [email protected]

Arizona State University, Tempe, Arizona

A/B (SAN SIMEON)

20. Intentional Teacher Educator PreparationTHEMATIC PRESENTATION

After sharing ways three universities have prepared Ph.D. students to becometeacher educators and what we have learned about the development of teacher edu-cators as a result, we will engage in a discussion about the kinds of knowledge andexperiences that will contribute to the development of effective teacher educators.

Deborah Ball, Laurie Sleep, Mark Thames, and Teresa McMahonUniversity of Michigan, Ann Arbor, Michigan

Denise S. Mewborn, Paola Sztajn and Andrew TyminskiUniveristy of Georgia, Athens, Georgia

Laura R. Van Zoest, Diane Moore and Shari StockeroWestern Michigan Universtiy, Kalamazoo, Michigan


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1:00 p.m.–2:30 p.m. (continued)

21. Middle School Mathematics Study of Textbooks, Teachers, andStudents

RESEARCH SYMPOSIUM

We report results from a longitudinal study of the impact of Standards-based andcommercially generated textbooks on more than 70 teachers and 4200 middleschool students over a two-year period. Results focus on student achievement as afunction of the extent of textbook coverage and teachers' use of Standards-basedinstructional strategies.

James E. [email protected]


Robert ReysUniversity of Missouri—Columbia, Columbia, Missouri

Barbara ReysUniversity of Missouri—Columbia, Columbia, Missouri

Oscar ChavezUniversity of Missouri—Columbia, Columbia, Missouri

Brian TownsendUniversity of Missouri—Columbia, Columbia, Missouri

Jung-Chih ChenUniversity of Missouri—Columbia, Columbia, Missouri

Tom PostUniversity of Minnesota, Minneapolis, Minnesota

A/B (AVILA)

1:00 p.m.–1:30 p.m.

22. Students’ Understanding of Differential Equations ConceptsINDIVIDUAL PAPERS

This session will present the results of a research study that probed students’ under-standing of two concepts in differential equations: slope fields and equilibriumsolutions. The assessment of participants’ abilities to solve problems involvingthese ideas in mathematical and real-world contexts will be discussed along withimplications for teaching.

Deborah S. [email protected]

Stonehill College, Easton, Massachusetts

A/B (PALOS VERDES)

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1:00 p.m.–2:30 p.m.

23. NSF Support for Research on STEM TeachingINDIVIDUAL PAPERS

In its second year, the Teacher Professional Continuum (TPC) program in theDivision of Elementary, Secondary, and Informal Education (ESIE) at the NationalScience Foundation addresses critical issues and needs regarding the recruitment,preparation, induction, retention, and lifelong development of K–12 science, tech-nology, engineering, and mathematics (STEM) teachers. This session will discussthe current program solicitation and the emerging TPC portfolio related to mathe-matics teaching and learning.

Karen D. [email protected]

National Science Foundation, Arlington, Virginia


24. Unexpected Findings about How Young Students Learn AlgebraTHEMATIC PRESENTATION

The session gives an overview of recent, unexpected findings from the area of earlyalgebra, exemplifying with data from the TERC Tufts Early Algebra, EarlyArithmetic Project. By findings we mean a characteristic form of student behaviorwith respect to the problem-solving evolution of thinking involving mathematicalgeneralization.

David W. [email protected]

TERC, Cambridge, Massachusetts

Analucia Dias SchliemannTufts University, Medford, Massachusetts

Mara MartinezTufts University, Medford, Massachusetts

Darrell EarnestTERC, Cambridge, Massachusetts

Barbara M. BrizuelaTufts University, Medford, Massachusetts

Gerard VergnaudUniversity of Paris, Paris, France

Judah L. SchwartzTufts University, Medford, Massachusetts

Patrick W. ThompsonVanderbilt University, Nashville, Tennessee


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Photo Courtesy of AOCVCB; Gateway Monument

Poster Sessions

Tuesday, April 5, 2005

1:00 p.m.–2:30 p.m.

PACIFIC PROMENADE

25. High School Mathematics Teachers’ Beliefs about Teaching andLearning Geometry

POSTER SESSION

This poster focuses on my journey through my doctoral research: investigating highschool mathematics teachers’ beliefs about teaching and learning geometry. Theposter will contain (a) the theoretical framework for my research, (b) the pilot andrevised questionnaires and an analysis of the results, (c) questions and responsesfrom the pilot interviews, and (d) the next step.

Brenda [email protected]

New York University, New York, New York

26. Teaching and Learning Fraction Multiplication Using DrawnRepresentations

POSTER SESSION

We present a coordinated analysis of teacher and student cognition in one sixth-grade classroom that used standards-based materials to teach fraction multiplica-tion. The analysis focused on the teacher’s and students’ ability to coordinate threelevels of units and to use the distributive property when using number line and areamodels.

Andrew [email protected]

University of Georgia, Athens, Georgia

Chandra OrrillUniversity of Georgia, Athens, Georgia

Zelha Tunc-PekkanUniversity of Georgia, Athens, Georgia

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Poster Sessions1:00 p.m.–2:30 p.m. (continued)

27. Factors Influencing Students’ Algebraic Generalization StrategiesPOSTER SESSION

In this session, we illuminate the complex factors affecting fifth-grade students’algebraic reasoning. A theoretical model for examining the factors (task, social,and cognitive) that influence changes in students’ strategies will be discussed.Examples will be provided to illustrate the interactions among these factors.

John K. [email protected]


Brian E. TownsendUniversity of Missouri—Columbia, Columbia, Missouri

Shannon DingmanUniversity of Missouri—Columbia, Columbia, Missouri

David D. BarkerUniversity of Missouri—Columbia, Columbia, Missouri

28. Developing Mathematical Communicative Competence inHispanic L2 Students

POSTER SESSION

This paper will present findings from a longitudinal case study of a group ofHispanic bilingual third-grade students developing mathematical communicativecompetence in their second language, English. Students were observed in a class-room that was implementing Cognitively Guided Mathematics Instruction, a com-municatively demanding learning environment.

Desiree M. [email protected]

Walden University and Santa Ana Unified School District, Santa Ana, California

29. A Pilot Study on the Use of The Number Crew in KindergartenPOSTER SESSION

A one-year pilot study on The Number Crew, a multimedia K–1 mathematics learn-ing system, was conducted to measure its effectiveness in the teaching of mathe-matics in six kindergarten classrooms. Results for student mastery of mathematicsskills were compared between students using The Number Crew and those usingother curricula.

Nancy [email protected]

Research Solutions, Austin, Texas

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30. What Do Teachers Say about Professional Development?POSTER SESSION

The purpose of this research is to learn about the “wants” of the teachers regardingprofessional learning rather than what traditionally the authorities consider the“needs” of the teachers. This research sought to answer a multitude of questions,including this one: Which activities would teachers like to include in their profes-sional learning plan?

Roya [email protected]

Kaplan K12 Learning Services, Camden, New Jersey

31. Examining Mathematics Anxiety and Teaching Efficacy ofPreservice Teachers

POSTER SESSION

The purpose of this study was to examine the relationship between mathematicsanxiety and mathematics teacher efficacy of elementary school preservice teachers.This relationship was a significant, moderately negative one (r = -.440, p < .05).Past experiences with mathematics, mathematics teaching confidence, and mathe-matics teaching strategies were associated with mathematics anxiety.

Susan Lee [email protected]

Georgia State University, Atlanta, Georgia

32. Exploring Empirical Experiences and Probabilistic IntuitionsPOSTER SESSION

This presentation will consider a study that explored participants’ intuitions regard-ing probability. The results suggest that empirical experiences with probabilisticsituations often lead to incorrect interpretations when these experiences occur inthe absence of instruction on the theory of probability. Implications for teachingand research will be considered.

Robert J. [email protected]

University of Nevada, Reno, Reno, Nevada

33. The Equity Principle: Teachers’ Evolving Conceptions of EquityPOSTER SESSION

The Diversity in Mathematics Education Center is an NSF-funded collaboration amongthe University of Wisconsin—Madison, the University of California, Los Angles, andthe University of California, Berkeley. The University of Wisconsin—Madison pro-gram and the local school district joined in an effort to expand understandings of equi-ty and the mathematics achievement gap. Teachers’ evolving conceptions of equity thatwere developed through their participation in this partnership are presented.

Tonya Gau [email protected]

University of Wisconsin—Madison, Madison, Wisconsin

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34. Developing Pedagogical Content Knowledge for LearningMathematics Online

POSTER SESSION

Despite student demand, most universities offer very few mathematically orientedclasses online. This poster session will present the findings from three studies (twocompleted, one ongoing) that focus on how online courses can support mathemat-ical discourse and, ultimately, conceptual learning.

Janet [email protected]

San Diego State University, San Diego, California

35. A Middle-Level Math Model for Out-of-Field Teachers: DevelopingKnowledge

POSTER SESSION

This session describes a project funded through NSF to develop a middle-levelmathematics program designed for teachers hired to teach out-of-field. The pro-gram consists of eight courses specifically designed to provide middle-level con-tent and content-specific pedagogy for this audience. The project involved facultyfrom colleges and schools.

Linda Sue [email protected]

University of Wyoming, Laramie, Wyoming

Judith Z. EllsworthUniversity of Wyoming, Laramie, Wyoming

36. Teachers’ Knowledge of Sociocultural Factors and MathematicsLearning

POSTER SESSION

This study examines the effects of a professional development seminar that address-es issues of equity and diversity in mathematics education by developing teachers’sociocultural lens. It investigates teachers’ changing perceptions of which criteriacan indicate progress in children’s thinking and participation in school mathematics.

Mary [email protected]


Marian SlaughterUniversity of Wisconsin—Madison, Madison, Wisconsin

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Anita WagerUniversity of Wisconsin—Madison, Madison, Wisconsin

Thomas LoomisUniversity of Wisconsin—Madison, Madison, Wisconsin

37. The Mathematical Experiences of African American Middle SchoolStudents

POSTER SESSION

There is an abundance of literature documenting the academic struggles of AfricanAmerican students in mathematics. This phenomenology attempts to capture theessence of the mathematical experiences of African American middle school students.

Christian J. [email protected]

Morgan State University, Baltimore, Maryland

38. Teaching Styles as Affected by Middle School MathematicsTeacher Preparation

POSTER SESSION

The focus is on a study involving middle school preservice teachers that investi-gated a relationship between their sense of efficacy and their preferred teachingstyle based on a university’s innovative teacher preparation program. Data-collec-tion approaches reflected quantitative and qualitative analysis through instruments,observations, and interviews. Findings and implications will be discussed.

Colleen M. [email protected]

Baylor University, Waco, Texas

Trena L. WilkersonBaylor University, Waco, Texas

39. Fostering Multiple Solution Strategies: Six Teachers’ Trials andTribulations

POSTER SESSION

This project details the experiences of six middle school teachers who attempted toincorporate multiple solution strategies into their mathematics classrooms. Datawere collected for each teacher over a period of two school years and were used toidentify the successes and difficulties the teachers experienced.

Mary E. [email protected]

University of Colorado at Boulder, Boulder, Colorado

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40. Supports for Generalizing: Algebra Students’ Reasoning withLinear Function

POSTER SESSION

This paper presents data on middle school students’ generalizations while studyinglinear functions. Qualitative analysis of clinical interviews and teaching-experi-ment data led to the development of a cohesive, empirically grounded frameworkdifferentiating between types and levels of generalization. Findings revealed thatfocusing on emergent quantities and on justification supported more productivegeneralizations.

Amy B. [email protected]


41. A Survey of Contemporary U.S. High School Geometry CoursesPOSTER SESSION

Schools in one state, Connecticut, were surveyed to obtain a picture of the distrib-ution of different approaches to teaching geometry at the high school level.Interviews with teachers and classroom observations were then conducted to obtainan understanding of how the intended curricula are actually implemented.

Timothy V. [email protected]

Central Connecticut State University, New Britain, Connecticut

42. A Study of the Definitions of QuadrilateralsPOSTER SESSION

This presentation summarizes a historical analysis of the definitions of specialtypes of quadrilaterals (rectangles, trapezoids, etc.) as found in 96 high schoolgeometry textbooks published in the United States from 1838 until 2004 with ananalysis of the mathematical and pedagogical implications of choosing differentdefinitions for these figures.

Zalman [email protected]

University of Chicago, Chicago, Illinois

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43. Early Field Experience through Online MentoringPOSTER SESSION

This presentation is an overview of integrating online mentoring into a mathemat-ics course for prospective teachers, analyze data from the first semester’s imple-mentation, discuss principles for designing effective early field experiences thatcan be feasibly integrated into subject matter preparation programs, and outline thelarger longitudinal study.

Rapti M. de [email protected]

California State University, Chico, Chico, California

44. Metamorphosis: Changes in a Teacher Working with Low-Achieving Students

POSTER SESSION

This presentation will address the changes in the beliefs and attitudes of a teacherbefore, during, and after teaching a low-level high school mathematics course thatemployed a meaningful and challenging curriculum.

Halcyon J. [email protected]

University of Wisconsin—Eau Claire, Eau Claire, Wisconsin

45. Teacher Learning through Teacher PracticePOSTER SESSION

A qualitative case study of an elementary-level teacher that examines the process-es of mathematical knowledge generation through participation in teacher practicewill be presented. The discussion will center on the participatory practices of theteacher, the roles of the communities of practice, and the characterization of theprocesses of knowledge generation.

Gina [email protected]

University of Utah, Salt Lake City, Utah

46. Preliminary Studies Using Different Technologies in CollegiateCalculus

POSTER SESSION

Classroom activities were developed and used in first-semester college calculus cours-es that involved the use of TI-89s (CAS), Excel, and several Java applets. Qualitative andquantitative data were collected to understand how the activities affected the students’conceptual understanding and how they compared to students in a traditional course.

Erick B. [email protected]

University of Wisconsin—River Falls, River Falls, Wisconsin

Pamela KatzmanUniversity of Wisconin—River Falls, River Falls, Wisconsin

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Photo Courtesy of AOCVCB; Dana Point Harbor

1:30 p.m.–2:00 p.m.

47. Rethinking Professional Development for Elementary SchoolMathematics Teachers

INDIVIDUAL PAPERS

This presentation describes an interactive, collaborative professional developmentmodel for teachers of third-grade ethnically diverse students and its positive effectson teachers’ knowledge, attitudes, and pedagogical practice and students’ mathe-matics achievement.

Erica [email protected]

Teachers College, Columbia University, New York, New York

Eleanor Armour-ThomasQueens College, CUNY, New York, New York

Edmund W. GordonTeachers College, Columbia University, New York, New York

A/B (PALOS VERDES)

2:00 p.m.–2:30 p.m.

48. A Fine Line between Knowledge and UnderstandingINDIVIDUAL PAPERS

An action-research study will be presented, involving students completing fouryears of an NCTM Standards-based curriculum. Work on a performance assess-ment was analyzed for the breadth and depth of their understanding of linearity,students’ capacity to engage that knowledge, and the style used in communicatingtheir work and their solutions.

Jerry [email protected]

California State University, Fullerton, Fullerton, California

A/B (PALOS VERDES)

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3:00 p.m.–4:30 p.m.

49. Can Patterning Support Early Algebra Learning?THEMATIC PRESENTATION

We consider the role of patterning as a support to early algebra learning in second-and fourth-grade classrooms, using an approach that integrates geometric andnumeric patterns to link ordinal pattern positions with the number of elements inthat position, thus bridging the learning gap between scalar sequence and func-tional relation.

Joan [email protected]

OISE/University of Toronto, Toronto, Ontario

Susan London McNabCTL, OISE/University of Toronto, Toronto, Ontario

Janet EisenbandTeachers College, Columbia University, New York, New York

Gina ShilloloYork Region Board of Education, Toronto, Ontario

Samantha BarkinToronto District Board of Education, Toronto, Ontario

Ruth Beatty, Zoe Donoahue, and Kerry ScrimgerInstitute of Child Study, OISE/University of Toronto, Toronto, Ontario

Christine MannToronto District Board of Education, Toronto, Ontario

Patti MacDonaldThe School at Columbia University, New York, New York

DISCUSSANTS

David CarraherTERC, Cambridge, Massachusetts

Richard LeshIndiana University Bloomington, Bloomington, Indiana

Maria L. BlantonUniversity of Massachusetts Dartmouth, North Dartmouth, Massachusetts

A/B/C (HUNTINGTON)

26

50. The Institute of Education Sciences: Research and FundingInitiatives


This session will present an overview of the Institute of Education Sciences.Research grant programs in the areas of mathematics education and teacher quali-ty will be described. In addition, ongoing efforts on the evaluation of the effective-ness of math interventions will be presented.

Diana I. [email protected]

U.S. Department of Education, Washington, D.C.

Audrey PendletonU.S. Department of Education, Washington, D.C.

A/B (PALOS VERDES)

51. A Practice-Based Perspective on Mathematical Knowledge forTeaching

RESEARCH SYMPOSIUM

This session will engage participants actively in (a) an exploration of the idea of“mathematical knowledge for teaching” (MKT), (b) our approaches to developingthe idea of MKT, and (c) examining results of our efforts to develop items designedto measure this sort of knowledge.

Deborah [email protected]

University of Michigan, Ann Arbor, Michigan

Imani GoffneyUniversity of Michigan, Ann Arbor, Michigan

Mark ThamesUniversity of Michigan, Ann Arbor, Michigan

Deborah ZopfUniversity of Michigan, Ann Arbor, Michigan


27


52. An International Look at Elementary School Pupils’ MathematicalUnderstanding

RESEARCH SYMPOSIUM

As part of an international, longitudinal, comparative study since 1998–99,England, Ireland, Singapore, and the United States have tracked cohorts of ele-mentary school pupils. The researchers will present a comparative analysis of theiritem responses across the curricular areas and will use the SPUR (Skills,Properties, Uses, and Representations) approach to classify the test items.

Noreen G. O’[email protected]

Mary Immaculate College, University of Limerick, Limerick, Ireland

David BurghesUniversity of Exeter, Exeter, England

Berinderjeet KaurNational Institute of Education, Singapore

Denisse ThompsonUniversity of South Florida, Tampa, Florida


53. The Investigations Curriculum and Third-Grade Student AchievementRESEARCH SYMPOSIUM

We present the results of the first year of data from a longitudinal and comparativeevaluation study of student achievement with TERC’s Investigations in Number,Data, and Space curriculum. After a study overview, we concentrate on the third-grade cohort’s results from three perspectives: equity (racial/economic), gender,and curriculum implementation.

Paul E. [email protected]

Indiana University, Bloomington, Indiana

Diana V. LambdinIndiana University, Bloomington, Indiana

N. Kathryn EssexIndiana University, Bloomington, Indiana

Kelly K. McCormickIndiana University, Bloomington, Indiana

Ayfer KapusuzIndiana University, Bloomington, Indiana

Judith ZawojewskiIllinois Institute of Technology, Chicago, Illinois


28

54. The Impact of Teacher Effectiveness on MathematicsAchievement in the Middle Grades

RESEARCH SYMPOSIUM

This session will examine the use and effects of instructional quality criteria onmiddle-grade students’ mathematics achievement. Specifically, teachers’ knowl-edge and use of representations, questioning, and student engagement will bedescribed and related to students’ growth of understanding and achievement of con-cepts and skills involving fractions and algebraic thinking.

Gerald [email protected]

Texas A&M University, College Station, Texas

Leslie WoodardTexas A&M University, College Station, Texas

Ye SunTexas A&M University, College Station, Texas

Alpaslan SahinTexas A&M University, College Station, Texas

Vic WillsonTexas A&M University, College Station, Texas

Vickie TaylorStephen F. Austin Middle School, Bryan, Texas

Kari KirbyStephen F. Austin Middle School, Bryan, Texas

A/B (SAN SIMEON)

3:00 p.m.–3:30 p.m.

55. Supplementation, Implementation, and Understanding:Translations in Core Plus

INDIVIDUAL PAPERS

This presentation will describe how two teachers implemented and supplementedtwo units within the algebra and functions strand of Core Plus, their justificationsfor that implementation and supplementation, and how these different teachermoves affected students’ conceptual and procedural understanding of functiontranslations.

Jon D. [email protected]

Western Michigan University, Kalamazoo, Michigan

A/B (AVILA)

29

3:30 p.m.–4:00 p.m.

56. How Students’ Beliefs and Goals Shape Their Involvement duringMathematics Class

INDIVIDUAL PAPERS

In this research report, I will discuss how the beliefs and goals of target students intwo different seventh-grade Connected Mathematics Project classrooms shapedtheir participation during whole-class discussions. Results focus on the beliefs andgoals of students who discussed mathematics at a higher level of cognitive demand.

Amanda J. [email protected]


A/B (AVILA)

4:00 p.m.–4:30 p.m.

57. The Role of Self-Regulation in the Creation of Generative ChangeINDIVIDUAL PAPERS

Effective professional development programs help teachers enact changes in theirteaching practices, but they do not provide teachers the skills necessary to contin-ue the change process on their own. This study indicates that the self-regulation ofteaching practices is an essential component in teachers’ ability to generate change.

Nancy E. [email protected]

Columbus, Ohio

A/B (AVILA)

4:45 p.m.–6:00 p.m.

58. Identifying Issues to Support the Graduate Student CommunityWORK SESSION

This session, jointly sponsored by the SIG/RME board and the NCTM ResearchCommittee (RC), will provide a venue for a discussion with graduate studentsabout how they might be better supported as they enter a new professional learningcommunity. An outcome might be a proposal for how the SIG/RME and RC mightcontinue to support graduate students by, for example, offering sessions duringwhich graduate students might continue to network at subsequent NCTM researchpresession meetings.

SIG/RME Board and NCTM Research Committee, Reston, Virginia

A/B (AVILA)

30

Wednesday, April 6, 2005

8:00 a.m.–8:30 a.m.

59. Teacher Leaders’ Stages of Leadership Development inMathematics and Equity

INDIVIDUAL PAPERS

This session describes a study of the evolution of teachers’ roles as leaders duringtheir participation in a three-year period of an intensive professional developmentprogram that promoted leadership in mathematics education and educational equi-ty. Findings regarding leadership stages and teachers’ conceptions of equity will bediscussed.

Nancy L. O’[email protected]

California State University, Northridge, Northridge, California

Nancy TermanUniversity of California, Santa Barbara, Santa Barbara, California

A/B (AVILA)

8:00 a.m.–9:30 a.m.

60. The Impact of Classroom Research on Students’ and Teachers’Learning


Every day teachers organize their time and make the most of each minute in orderto increase students’ learning. Why, then, would anyone want to devote this prizedinstructional time to classroom research? What are the benefits of taking time toincorporate research into the academic day? This session is for educators who areinterested in conducting classroom research. We will focus on the challenges andadvantages as well as specifics of the research process.

Janet M. [email protected]

Montana State University, Bozeman, Montana

Barbara M. AdamsDes Moines Public Schools, Des Moines, Iowa

A/B/C (HUNTINGTON)

31


61. Evaluating Curricular Effectiveness: The NRC ReportRESEARCH SYMPOSIUM

The Mathematical Sciences Education Board of the National Research Council hascompleted a review of the evaluation data on thirteen NSF-supported and six com-mercially generated mathematics curriculum materials. This review, its accompa-nying framework for evaluation, and recommendations for future evaluation ofmathematics curriculum materials is the subject of this session.

Jere [email protected]

Washington University in St. Louis, St. Louis, Missouri

David R. MandelNational Research Council, Washington, D.C.

Vicki StohlNational Research Council, Washington, D.C.

Douglas GrouwsUniversity of Missouri-Columbia, Columbia, Missouri

Patrick W. ThompsonVanderbilt University, Nashville, Tennessee


62. Latinos and Mathematics Learning and Teaching: What We Knowand Don’t Know

RESEARCH SYMPOSIUM

Several researchers from CEMELA, a newly NSF-funded Center for Learning andTeaching, will summarize past research, identify what is missing, and suggestfuture research agendas in mathematics teaching and learning for Latino students.Specifically, the presentations will focus on teachers, learners, and curriculum andpedagogy from a social justice approach.

Marta [email protected]

University of Arizona, Tucson, Arizona

Julia AguirreUniversity of California, Santa Cruz, Santa Cruz, California

Richard S. KitchenUniversity of New Mexico, Albuquerque, New Mexico

Virginia M. HorakUniversity of Arizona, Tucson, Arizona

Judit MoschkovichUniversity of California, Santa Cruz, Santa Cruz, California

Eric (Rico) GutsteinUniversity of Illinois at Chicago, Chicago, Illinois


32

63. Developing Procedures with Conceptual Understanding in AsianTextbooks

RESEARCH SYMPOSIUM

One often hears talk about developing conceptual understanding or procedural skillas if they were a dichotomy. Textbooks in selected Asian countries demonstrate thatprocedures can be developed with conceptual understanding. This symposium willreport the results of the content analysis of elementary school mathematics text-books from Korea, Japan, China, and Singapore. All demonstrate how conceptualunderpinnings are developed while targeting procedures and operations.

Janice [email protected]

Truman State University, Kirksville, Missouri

Susan BealSaint Xavier University, Chicago, Missouri

Tad WatanabeThe Pennsylvania State University, University Park, Pennsylvania

Yeping LiUniversity of New Hampshire, Durham, New Hampshire


64. Making the Connection: Research and Teaching in UndergraduateMathematics

RESEARCH SYMPOSIUM

The purpose of this symposium is to reflect on past research in undergraduatemathematics education, with special emphasis on research efforts with strong con-nections to grades K–12. Presenters will discuss their main findings and ways inwhich their research was framed to connect with the needs and interests of teach-ers.

Chris [email protected]

San Diego State University, San Diego, California

Marilyn CarlsonArizona State University, Tempe, Arizona

Janet BowersSan Diego State University, San Diego, California

Sally JacobsScottsdale Community College, Scottsdale, Arizona

Joanne LobatoSan Diego State University, San Diego, California

Robert SpeiserBrigham Young University, Provo, Utah

B (CALIFORNIA PAVILION)

33

8:00 a.m.–9:00 a.m.

65. Highlights and Trends: Reflections on Research from ICME-10RESEARCH SYMPOSIUM

A group of attendees at ICME-10 in Copenhagen, Denmark, during July 2004focused on the international community’s perspective on research in mathematicseducation. This session will report their observations and summaries of importantideas that were considered by major speakers or that emerged in conversations withrepresentatives from different countries.

Gail [email protected]

Michigan State University, East Lansing, Michigan

Beatriz S. D’AmbrosioIndiana University at Purdue, Indianapolis, Indiana

Jean KrusiAmes Middle School, Ames, Iowa

Vena LongUniversity of Tennessee, Knoxville, Tennessee

A/B (SAN SIMEON)

8:00 a.m.–9:30 a.m.

66. The Literacy Demands of Reform-Based Curricula in an UrbanMiddle School

WORK SESSION

Participants will examine the interdisciplinary perspectives of researchers and teacherson how teachers learn to recognize and address the literacy demands in conceptuallyrich, but contextually complex, curricular materials with diverse populations of urbanstudents, many of whom are already struggling with reading and writing in school.

Helen M. [email protected]

Syracuse University, Syracuse, New York

Kelly Chandler-OlcottSyracuse University, Syracuse, New York

Joanna O. MasingilaSyracuse University, Syracuse, New York

Carol ColesFrazer School, Syracuse , New York

Sherry MartinFrazer School, Syracuse, New York

Theresa NeddoFrazer School, Syracuse, New York

A/B (PALOS VERDES)

34

8:30 a.m.–9:00 a.m.

67. Scaling Up Innovative Technology to a Wide Variety of Seventh-Grade Teachers

INDIVIDUAL PAPERS

The NCTM’s Technology Principle states that technology “influences the mathe-matics that is taught and enhances students’ learning.” We report a randomized con-trolled field trial that evaluates this claim. We report findings for student achieve-ment, content depth, and teacher learning. We aim to model the effect of varyingteaching practices on achievement.

Jeremy [email protected]

SRI International, Menlo Park, California

Deborah TatarVirginia Tech, Blacksburg, Virginia

Jim KaputUniversity of Massachusetts Dartmouth, North Dartmouth, Massachusetts

Bill HopkinsThe Dana Center, Austin, Texas

Jennifer KnudsenSRI International, Menlo Park, California

Nicole ShechtmanSRI International, Menlo Park, California

A/B (AVILA)

9:00 a.m.–9:30 a.m.

68. Looking Inside the Classroom: Results of a National ObservationStudy

INDIVIDUAL PAPERS

Iris Weiss will share findings from an observational study of a nationally repre-sentative sample of mathematics lessons, arguing that the reform versus tradition-al dimension is not the most important one in determining the quality of instruc-tion. She will also discuss the challenges inherent in large-scale observationalstudies.

Iris R. [email protected]

Horizon Research, Inc., Chapel Hill, North Carolina

A/B (AVILA)

35

10:00 a.m.–11:00 a.m.

69. Mathematics Education Research in Mexico: The State of the Art,1993–2001

RESEARCH SYMPOSIUM

Results from an interdisciplinary, multiinstitutional team that reviewed and identi-fied research studies on mathematics education in Mexico from 1993 to 2001 willbe presented. This work is relevant to the preparation of researchers and othersworking in mathematics education in Mexico and with immigrant children fromMexico in the United States.

Patrick (Rick) [email protected]

New Mexico State University, Las Cruces, New Mexico

Eduardo ManceraIberoamerican University, Mexico City, Mexico

Alicia AvilaNational Pedagogical University, Mexico City, Mexico


10:00 a.m.–11:30 a.m.

70. Justifying Generalizations in the Elementary GradesWORK SESSION

Presenters share examples of how elementary school mathematics students justifygeneral claims, and presenters and audience, together, consider four ways of com-ing to accept such claims as true. We then discuss the knowledge and skills thatteachers need to enable their students to develop their powers of mathematical rea-soning.

Deborah [email protected]

Education Development Center, Newton, Massachusetts

Virginia BastableSummerMath for Teachers, South Hadley, Massachusetts

Susan Jo RussellTERC, Cambridge, Massachusetts

Traci HigginsTERC, Cambridge, Massachusetts

A/B (SAN SIMEON)

36

71. Publishing Your Research in Teacher-Friendly ArticlesWORK SESSION

Members of the editorial panels of Teaching Children Mathematics, MathematicsTeaching in the Middle School, Mathematics Teacher, and ON-Math will presenttips and techniques for writing about research for a teacher audience, followed bya question-and-answer period. We encourage you to bring specific ideas or manu-scripts for discussion in individual or small groups.

A/B (AVILA)

72. Research Issues in Developing Strategic Flexibility: What andHow

RESEARCH SYMPOSIUM

Strategic flexibility is the ability to formulate several approaches to a problem andchoose flexibly among these approaches. Researchers from two independent pro-jects will discuss evidence from both within and across the projects that addressquestions about what defines strategic flexibility in practice and how strategic flex-ibility is developed.

Christine Carrino [email protected]


Dawn BerkUniversity of Delaware, Newark, Delaware

Christina PoetzlUniversity of Delaware, Newark, Delaware

Jon StarMichigan State University, East Lansing, Michigan

Susan B. TaberRowan University, Glassboro, New Jersey

John K. LanninUniversity of Missouri—Columbia, Columbia, Missouri


37

10:00 a.m.–11:30 a.m. (continued)

73. Closing the Gap: Interventions in Early Childhood MathematicsEducation

RESEARCH SYMPOSIUM

NCTM’s Equity Principle cannot be realized when some children, such as thosefrom low-income and minority groups, start out precariously behind their moreadvantaged peers. We describe three intervention programs that address this seri-ous social-educational problem, including their theoretical bases and the formativeand summative research evaluating them.

Douglas H. [email protected]

University at Buffalo, State University of New York, Buffalo, New York

Julie SaramaUniversity at Buffalo, State University of New York, Buffalo, New York

Prentice Starkey, Alice Klein, and Ann Wakely, University of California, Berkeley, Berkeley, California

Robert J. WrightSouthern Cross University, Lismore, NSW, Australia

Sharon GriffinClark University, Worcester, Massachusetts

DISCUSSANTS

Karen C. FusonNorthwestern University (emeritus), Fallbrook, California


74. Issues of Generalization in K–12 AlgebraRESEARCH SYMPOSIUM

Forming generalization is considered a central process in all students’ mathemati-cal experiences, especially in the algebra strand. The primary purpose of this sym-posium is to address this underresearched theme of generalization. The presenta-tions will demonstrate that learners across different grade levels are capable offorming generalizations using different strategies.

Joanne Rossi [email protected]

San Jose State University, San Jose, California

Ferdinand RiveraSan Jose State University, San Jose, California

Analucia SchliemannTufts University, Medford, Massachusetts

Mara MartinezUniversity of Massachusettes Dartmouth, North Dartmouth, Massachusetts

Barbara DoughertyUniversity of Hawaii, Honolulu, Hawaii

38

Elizabeth WarrenAustralian Catholic University, Sydney, New South Wales, Australia


75. Radical Perspectives on Mathematics Education and Global SocietyRESEARCH SYMPOSIUM

International representatives of the emerging movement of critical mathematics edu-cation analyse crucial issues in the contemporary crisis of mathematics education—the responsibility to prepare citizens capable of critically evaluating the increasingmathematization of society and the ethical responsibilities of mathematics educators.

Swapna [email protected]

Portland State University, Portland, Oregon

Christine KeitelFreie University Berlin, Berlin, Germany

Ubiratan D’AmbrosioState University of Campians/UNICAMP (Emeritus), Sãu Paolo, Brazil

Cyril JulieUniversity of the Western Cape, Bellville, South Africa

Brian GreerSan Diego State University, San Diego, California

A/B/C (HUNTINGTON)

76. Analyzing Participation in Next-Generation Classroom NetworksTHEMATIC PRESENTATION

Interactive and group-focused capabilities of next-generation classroom networksare poised to become a major presence in school-based teaching and learning.Viewing learning as patterns of participation, we analyze network-supported activ-ity in four dimensions: content, sociocultural, network-supported anonymity, andbiological, where analytical tools of mathematical biology are highlighted.

Walter M. [email protected]

University of Texas at Austin, Austin, Texas

Nancy M. AresUniversity of Rochester, Rochester, New York

Sarah M. DavisUniversity of Texas at Austin, Austin, Texas

Thomas HillsUniversity of Texas at Austin, Austin, Texas

James J. KaputUniversity of Massachusetts Dartmouth, North Dartmouth, Massachusetts

A/B (PALOS VERDES)

39

1:30 p.m.–2:30 p.m.

77. Perspectives to Inform and Enrich Scholarship on Gender andMathematics

RESEARCH SYMPOSIUM

In a world of increased globalization and technological advances, how should weconceptualize the “problem” of gender and mathematics? Toward an answer, thesepresenters discuss topics given little attention to date in the scholarship on genderand mathematics in the United States: technology, globalization, and gender as“problems” in mathematics education.

Diana B. [email protected]

Ohio State University, Columbus, Ohio

Olof Bjorg SteinthorsdottirUniversity of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Suzanne K. DamarinOhio State University, Columbus, Ohio

Peter AppelbaumArcadia University, Glenside, Pennsylvania


1:30 p.m.–3:00 p.m.

78. Creating Data, Modeling Worlds, Changing PracticesRESEARCH SYMPOSIUM

We share a model of collaborative research, and preliminary results from it, thataddresses mathematics and science reform at an inner-city middle school throughthe collaboration of an interdisciplinary team of researchers. It addresses curricu-lum and instructional reform, teachers’ professional development, the assessmentof students’ learning, and classroom social climate.

Patrick W. [email protected]

Vanderbilt University, Nashville, Tennessee

Deb LucasVanderbilt University, Nashville, Tennessee


79. The Routes to Publishing in JRMETHEMATIC PRESENTATION

This session will focus on the different kinds of manuscripts published by theJournal for Research in Mathematics Education, including research reports, bookreviews, monographs, and research commentaries. Editors of these sections will

40

share details about the review and publication process and will be available toanswer questions.

Steven R. [email protected]

Brigham Young University, Provo, Utah

Jeremy KilpatrickUniversity of Georgia, Athens, Georgia

Norma PresmegIllinois State University, Normal, Illinois

Neil PatemanUniversity of Hawaii, Honolulu, Hawaii


80. How Are Standards-Based Elementary School MathematicsCurricula Used in Schools?

RESEARCH SYMPOSIUM

We will share data from two studies designed to investigate how Math Trailblazers,a K–5 Standards-based mathematics curriculum, is used in schools. Questions tobe addressed include the following: How is the curriculum enacted? Do teachers’classroom decisions foster the students’ understandings envisioned within theStandards?

Stacy A. [email protected]

Institute for Mathematics and Science Education, University of Illinois at Chicago,Chicago, Illinois

Catherine Randall KelsoInstitute for Mathematics and Science Education, University of Illinois at Chicago,Chicago, Illinois

Jennifer M. Bay-WilliamsKansas State University, Manhattan, Kansas

Reality S. CantyUniversity of Illinois at Chicago, Chicago, Illinois

Catherine DittoInstitute for Mathematics and Science Education, University of Illinois at Chicagoand Chicago Public Schools, Chicago, Illinois


41


81. How Curriculum Influences Student LearningRESEARCH SYMPOSIUM

This symposium will present (a) a conceptual framework for the processes bywhich curricula influence students’ learning and (b) an overview of the extantresearch on the influence of curricula on students’ learning. The presenters areauthors of the curriculum chapter in the forthcoming Handbook of Research onMathematics Teaching and Learning.

Mary Kay [email protected]

LRDC, University of Pittsburgh, Pittsburgh, Pennsylvania

Janine RemillardUniversity of Pennsylvania, Philadelphia, Pennsylvania

Margaret S. SmithUniversity of Pittsburgh, Pittsburgh, Pennsylvania

James HiebertUniversity of Delaware, Newark, Delaware

Jere ConfreyWashington University, St. Louis, Missouri

Iris WeissHorizon Research, Inc., Chapel Hill, North Carolina

A/B/C (HUNTINGTON)

82. Capturing and Analyzing Mathematical Problem-SolvingBehavior

WORK SESSION

This presentation will introduce the Multidimensional Problem SolvingFramework. The MPS framework captures the phases of problem solving and thedifferent problem-solving attributes and describes their roles during each of theproblem-solving phases. Participants will review and analyze transcripts of prob-lem-solving sessions involving both mathematicians and students.

Irene [email protected]

Arizona State University Center for Research on Education in Science, Mathematics,Engineering, and Technology, Tempe, Arizona

Marilyn P. CarlsonArizona State University Center for Research on Education in Science, Mathematics,Engineering, and Technology, Tempe, Arizona

A/B (SAN SIMEON)

42

83. Teacher-Researchers’ Models of Students’ Constructions ofRational Number

RESEARCH SYMPOSIUM

The role of teacher as researcher is illustrated in a pair of studies investigating stu-dents’ constructions of rational number. Both studies illustrate how teacher-researchers use evidence to build models of students’ constructions of rationalnumber. Children’s constructions of fractions and preservice elementary teachers’constructions of decimals will be discussed.

Signe E. [email protected]

Indiana University–Purdue University Indianapolis, Indianapolis, Indiana

Beatriz D’AmbrosioIndiana University–Purdue University Indianapolis, Indianapolis, Indiana

Anderson NortonIndiana University, Bloomington, Indiana

John OliveUniversity of Georgia, Athens, Georgia

A/B (PALOS VERDES)

1:30 p.m.–2:00 p.m.

84. Combining Lesson Study and Microteaching to PrepareProspective Teachers

INDIVIDUAL PAPERS

Microteaching Lesson Study (MLS) was investigated during two initial courses onlearning to teach mathematics. A qualitative analysis of several data sources wasconducted to investigate the learning and perceptions of thirty-six participants. Theprospective teachers found MLS to be very beneficial. It facilitated their imple-mentation of reform-oriented teaching.

Maria L. [email protected]

Florida State University, Tallahassee, Florida

A/B (AVILA)

43

2:00 p.m.–2:30 p.m.

85. Investigating California’s High-Demand First-Grade Basic FactsStandard

INDIVIDUAL PAPERS

California has an accelerated standard that first graders will memorize the additionand subtraction facts to 20. This session will report the findings of a 2003–04 studythat used one-on-one student assessment data and teacher classroom practice datafrom nine diverse schools to conduct a quality review of this high-demand stan-dard.

Valerie J. [email protected]

University of California, Irvine, Irvine, California

A/B (AVILA)

2:30 p.m.–3:00 p.m.

86. Learning by Reflecting: Developing “Professional Vision” inVideo-Based Professional Development

INDIVIDUAL PAPERS

This study examines how participants learn about teaching through joint reflectionon video records of teaching in an equity-focused university/school professionaldevelopment collaborative. The analysis focuses on the development of participants’“professional vision”— ways of “seeing” and making meaning of professionallyrelevant objects and events—through reflective practice.

Ann [email protected]

University of California, Berkeley, Berkeley, California

A/B (AVILA)

3:30 p.m.–4:45 p.m.

87. The Relationship between Research and Practice: Mapping Outthe Terrain


This session will highlight features of research practice endeavors and make salientthe diverse ways that research and practice can inform one another. Examples ofdifferent types of research practice relationships intended to improve educationalpractice as well as our basicunderstanding of it will be discussed.

Megan Loef [email protected]

University of California, Los Angeles, Los Angeles, California

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Margaret S. SmithUniversity of Pittsburgh, Pittsburgh, Pennsylvania

C/D (PACIFIC BALLROOM)

45

Photo Courtesy of AOCVCB; Sunset

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Photo Courtesy of AOCVCB; Palm Trees

AAdam, Shehenaz . . . . . . . . . . . . . . . . . . . . . . . 6Adams, Barbara . . . . . . . . . . . . . . . . . . . . . . . . 6Adams, Barbara M. . . . . . . . . . . . . . . . . . . . . 60Aguirre, Julia . . . . . . . . . . . . . . . . . . . . . . . . . 62Alston, Alice . . . . . . . . . . . . . . . . . . . . . . . . . 13Anderson, Christian J. . . . . . . . . . . . . . . . . . . 37An, Jianghua . . . . . . . . . . . . . . . . . . . . . . . . . . 7An, Shuhua . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Appelbaum, Peter . . . . . . . . . . . . . . . . . . . . . 77Ares, Nancy M. . . . . . . . . . . . . . . . . . . . . . . . 76Armour-Thomas, Eleanor . . . . . . . . . . . . . . . 47Avila, Alicia. . . . . . . . . . . . . . . . . . . . . . . . . . 69

BBall, Deborah . . . . . . . . . . . . . . . . . . . . . 20, 51Barber, Sharon Nelson . . . . . . . . . . . . . . . . . . 6Barker, David D. . . . . . . . . . . . . . . . . . . . . . . 27Barkin, Samantha . . . . . . . . . . . . . . . . . . . . . 49Bastable, Virginia . . . . . . . . . . . . . . . . . . . . . 70Bay-Williams, Jennifer M. . . . . . . . . . . . . . . 80Beal, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . 63Beatty, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . 49Becker, Joanne Rossi. . . . . . . . . . . . . . . . . . . 74Berger, Sandy . . . . . . . . . . . . . . . . . . . . . . . . 71Berk, Dawn . . . . . . . . . . . . . . . . . . . . . . . . . . 72Blanc, Suzanne . . . . . . . . . . . . . . . . . . . . . . . . 9Blanton, Maria L. . . . . . . . . . . . . . . . . . . . . . 49Blasi, Zuzka. . . . . . . . . . . . . . . . . . . . . . . . . . 16Bloom, Irene . . . . . . . . . . . . . . . . . . . . . . . . . 82Boerst, Tim . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Bowers, Janet . . . . . . . . . . . . . . . . . . . . . 34, 64Brenner, Betsy . . . . . . . . . . . . . . . . . . . . . . . . . 6Brizuela, Barbara M. . . . . . . . . . . . . . . . . . . . 24Brown, Catherine. . . . . . . . . . . . . . . . . . . . . . . 4Brown, E. Todd . . . . . . . . . . . . . . . . . . . . . . . 12Brown, Stacy A.. . . . . . . . . . . . . . . . . . . . . . . 80Burghes, David . . . . . . . . . . . . . . . . . . . . . . . 52Burrill, Gail . . . . . . . . . . . . . . . . . . . . . . . . . . 65Bush, William S. . . . . . . . . . . . . . . . . . . . . . . 12

CCai, Jinfa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Canty, Reality S. . . . . . . . . . . . . . . . . . . . . . . 80Capraro, Robert M. . . . . . . . . . . . . . . . . . . . . . 8Capraro, Mary Margaret . . . . . . . . . . . . . . . . . 8Carlson, Marilyn P. . . . . . . . . . . . . . . . . . 64, 82Carraher, David W. . . . . . . . . . . . . . . . . . . . . 24Carter, Tamara . . . . . . . . . . . . . . . . . . . . . . . . . 8Chandler-Olcott, Kelly . . . . . . . . . . . . . . . . . 66Chavez, Oscar . . . . . . . . . . . . . . . . . . . . . . . . 21Chen, Jung-Chih . . . . . . . . . . . . . . . . . . . . . . 21Civil, Marta . . . . . . . . . . . . . . . . . . . . . . . . 6, 62Clements, Douglas H. . . . . . . . . . . . . . . . . . . 73Coles, Carol . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Confrey, Jere . . . . . . . . . . . . . . . . . . . . . . 61, 81Cooper, Linda . . . . . . . . . . . . . . . . . . . . . . . . . 9Cordova, Diana I. . . . . . . . . . . . . . . . . . . . . . 50Craine, Timothy V. . . . . . . . . . . . . . . . . . . . . 41

DD’Ambrosio, Beatriz S.. . . . . . . . . . . . . . 65, 83D’Ambrosio, Ubiratan. . . . . . . . . . . . . . . . . . 75de Silva, Rapti M. . . . . . . . . . . . . . . . . . . . . . 43Damarin, Suzanne K. . . . . . . . . . . . . . . . . . . 77Davis, Jon D. . . . . . . . . . . . . . . . . . . . . . . . . . 55Davis, Sarah M.. . . . . . . . . . . . . . . . . . . . . . . 76Dingman, Shannon . . . . . . . . . . . . . . . . . . . . 27Ditto, Catherine . . . . . . . . . . . . . . . . . . . . . . . 80Doerr, Helen M.. . . . . . . . . . . . . . . . . . . . . . . 66Donoahue, Zoe . . . . . . . . . . . . . . . . . . . . . . . 49Dougherty, Barbara . . . . . . . . . . . . . . . . . . . . 74Driscoll, Mark . . . . . . . . . . . . . . . . . . . . . . . . 16

EEarnest, Darrell . . . . . . . . . . . . . . . . . . . . . . . 24Eddy, Colleen M.. . . . . . . . . . . . . . . . . . . . . . 38Eisenband, Janet . . . . . . . . . . . . . . . . . . . . . . 49Ellis, Amy B. . . . . . . . . . . . . . . . . . . . . . . . . . 40Ellsworth, Judith Z. . . . . . . . . . . . . . . . . . . . . 35English, Stacey . . . . . . . . . . . . . . . . . . . . . . . . 8Erchick, Diana B. . . . . . . . . . . . . . . . . . . . . . 77Essex, N. Kathryn . . . . . . . . . . . . . . . . . . . . . 53

FFernandez, Maria L. . . . . . . . . . . . . . . . . . . . 84Flowers, Judith M.. . . . . . . . . . . . . . . . . . . . . . 2Foote, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . 36Foster, Halcyon J. . . . . . . . . . . . . . . . . . . . . . 44Francisco, John . . . . . . . . . . . . . . . . . . . . . . . 13Franke, Megan Loef . . . . . . . . . . . . . . . . . . . 87Fuson, Karen C.. . . . . . . . . . . . . . . . . . . . . . . 73

GGalvis, Alvaro . . . . . . . . . . . . . . . . . . . . . . . . 15Gau Bartell, Tonya . . . . . . . . . . . . . . . . . . . . 33Ghosh, Sraboni . . . . . . . . . . . . . . . . . . . . . . . 17Goffney, Imani. . . . . . . . . . . . . . . . . . . . . . . . 51Goldsmith, Lynn T. . . . . . . . . . . . . . . . . . . . . 16Gordon, Edmund W. . . . . . . . . . . . . . . . . . . . 47Gorowara, Christine Carrino . . . . . . . . . . . . . 72Grant, Theresa . . . . . . . . . . . . . . . . . . . . . . . . . 2Green, Craig . . . . . . . . . . . . . . . . . . . . . . . . . . 5Greer, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . 75Griffin, Sharon. . . . . . . . . . . . . . . . . . . . . . . . 73Griffin, Tess Z. . . . . . . . . . . . . . . . . . . . . . . . 15Grouws, Douglas . . . . . . . . . . . . . . . . . . . . . . 61Grow-Maienza, Janice. . . . . . . . . . . . . . . . . . 63Gutierrez, Rochelle . . . . . . . . . . . . . . . . . . . . . 1Gutstein, Eric (Rico) . . . . . . . . . . . . . . . . . . . 62

Index of Speakers

47

HHarbaugh, Adam . . . . . . . . . . . . . . . . . . . . . . . 8Henry, Valerie J. . . . . . . . . . . . . . . . . . . . . . . 85Hembree, Dennis . . . . . . . . . . . . . . . . . . . . . . . 4Hiebert, James . . . . . . . . . . . . . . . . . . . . . . . . 81Higgins, Traci . . . . . . . . . . . . . . . . . . . . . . . . 70Hill, Heather . . . . . . . . . . . . . . . . . . . . . . . . . 12Hills, Thomas . . . . . . . . . . . . . . . . . . . . . . . . 76Hirsch, Chris . . . . . . . . . . . . . . . . . . . . . . . . . . 3Hofacker, Erick B.. . . . . . . . . . . . . . . . . . . . . 46Hoffmann, Amanda J. . . . . . . . . . . . . . . . . . . 56Hopkins, Bill . . . . . . . . . . . . . . . . . . . . . . . . . 67Horak, Virginia M. . . . . . . . . . . . . . . . . . . . . 62Howley, Craig . . . . . . . . . . . . . . . . . . . . . . . . . 5Huntley, Mary Ann . . . . . . . . . . . . . . . . . . . . . 3Hutchison, Linda Sue . . . . . . . . . . . . . . . . . . 35

IIzsak, Andrew . . . . . . . . . . . . . . . . . . . . . . . . 26

JJacobs, Sally . . . . . . . . . . . . . . . . . . . . . . . . . 64Jakubowski, Elizabeth M. . . . . . . . . . . . . . . . 17Julie, Cyril . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

KKagle, Melissa . . . . . . . . . . . . . . . . . . . . . . . . . 6Kapusuz, Ayfer . . . . . . . . . . . . . . . . . . . . . . . 53Kaput, James J. . . . . . . . . . . . . . . . . . . . . 67, 76Kastberg, Signe E. . . . . . . . . . . . . . . . . . . . . . 83Katzman, Pamela. . . . . . . . . . . . . . . . . . . . . . 46Kaur, Berinderjeet . . . . . . . . . . . . . . . . . . . . . 52Kehle, Paul E. . . . . . . . . . . . . . . . . . . . . . . . . 53Keitel, Christine. . . . . . . . . . . . . . . . . . . . . . . 75Kelso, Catherine Randall. . . . . . . . . . . . . . . . 80Kilpatrick, Jeremy . . . . . . . . . . . . . . . . . . . . . 79King, Karen D. . . . . . . . . . . . . . . . . . . . . . . . 23Kirby, Kari. . . . . . . . . . . . . . . . . . . . . . . . . . . 54Kitchen, Richard S. . . . . . . . . . . . . . . . . . . . . 62Klein, Alice . . . . . . . . . . . . . . . . . . . . . . . . . . 73Knudsen, Jennifer . . . . . . . . . . . . . . . . . . . . . 67Kolacinski, Joseph F.. . . . . . . . . . . . . . . . . . . 17Konold, Cliff . . . . . . . . . . . . . . . . . . . . . . . . . 11Kramer, Steve . . . . . . . . . . . . . . . . . . . . . . . . . 9Krusi, Jean. . . . . . . . . . . . . . . . . . . . . . . . . . . 65Kulm, Gerald. . . . . . . . . . . . . . . . . . . . . . . 9, 54

LLambdin, Diana V.. . . . . . . . . . . . . . . . . . . . . 53Lannin, John K. . . . . . . . . . . . . . . . . . . . . 27, 72Lappan, Glenda . . . . . . . . . . . . . . . . . . . . . . . . 3Lege, Jerry . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Lesh, Richard . . . . . . . . . . . . . . . . . . . . . . . . 49Li, Yeping . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Lipka, Jerry M. . . . . . . . . . . . . . . . . . . . . . . . . 6Lo, Jane-Jane. . . . . . . . . . . . . . . . . . . . . . . . . . 2Lobato, Joanne . . . . . . . . . . . . . . . . . . . . . . . 64

London McNab, Susan . . . . . . . . . . . . . . . . . 49Loomis, Thomas . . . . . . . . . . . . . . . . . . . . . . 36Lucas, Deb. . . . . . . . . . . . . . . . . . . . . . . . . . . 78

MMacDonald, Patti. . . . . . . . . . . . . . . . . . . . . . 49Maher, Carolyn A. . . . . . . . . . . . . . . . . . . . . . 13Mancera, Eduardo . . . . . . . . . . . . . . . . . . . . . 69Mandel, David R. . . . . . . . . . . . . . . . . . . . . . 61Mann, Christine . . . . . . . . . . . . . . . . . . . . . . . 49Marcus, Robin . . . . . . . . . . . . . . . . . . . . . . . . . 9Martin, Sherry . . . . . . . . . . . . . . . . . . . . . . . . 66Martinez, Mara . . . . . . . . . . . . . . . . . . . . 24, 74Masingila, Joanna O.. . . . . . . . . . . . . . . . . . . 66McCormick, Kelly K. . . . . . . . . . . . . . . . . . . 53McGatha, Maggie . . . . . . . . . . . . . . . . . . . . . 12McMahon, Teresa . . . . . . . . . . . . . . . . . . . . . 20McNab, Susan London . . . . . . . . . . . . . . . . . 49Merlino, Joseph . . . . . . . . . . . . . . . . . . . . . . . . 9Metcalf, Shari J. . . . . . . . . . . . . . . . . . . . . . . 15Mewborn, Denise S. . . . . . . . . . . . . . . . . . . . 20Middleton, James . . . . . . . . . . . . . . . . . . . . . 19Moore, Diane. . . . . . . . . . . . . . . . . . . . . . . . . 20Moss, Joan. . . . . . . . . . . . . . . . . . . . . . . . . . . 49Moschkovich, Judit . . . . . . . . . . . . . . . . . . . . 62Mukhopadhyay, Swapna . . . . . . . . . . . . . . . . 75Mumme, Judy . . . . . . . . . . . . . . . . . . . . . . . . 16

NNaiser, Emilie . . . . . . . . . . . . . . . . . . . . . . . . . 8Neagoy, Monica M.. . . . . . . . . . . . . . . . . . . . 14Neddo, Theresa . . . . . . . . . . . . . . . . . . . . . . . 66Nemirovsky, Ricardo. . . . . . . . . . . . . . . . . . . 15Nichols, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . 5Nikula, Johannah. . . . . . . . . . . . . . . . . . . . . . 16Norton, Anderson . . . . . . . . . . . . . . . . . . . . . 83

OO’Loughlin, Noreen G. . . . . . . . . . . . . . . . . . 52O’Rode, Nancy L. . . . . . . . . . . . . . . . . . . . . . 59Olivas, Desiree M.. . . . . . . . . . . . . . . . . . . . . 28Olive, John. . . . . . . . . . . . . . . . . . . . . . . . . . . 83Orrill, Chandra . . . . . . . . . . . . . . . . . . . . . . . 26

PParker Webster, Joan . . . . . . . . . . . . . . . . . . . . 6Passantino, Claire . . . . . . . . . . . . . . . . . . . . . . 9Pateman, Neil . . . . . . . . . . . . . . . . . . . . . . . . 79Pendleton, Audrey . . . . . . . . . . . . . . . . . . . . . 50Pittman, Mary E. . . . . . . . . . . . . . . . . . . . . . . 39Poetzl, Christina . . . . . . . . . . . . . . . . . . . . . . 72Post, Gina . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Powell, Arthur B.. . . . . . . . . . . . . . . . . . . . . . 13Presmeg, Norma . . . . . . . . . . . . . . . . . . . . . . 79

QQuinn, Robert J. . . . . . . . . . . . . . . . . . . . . . . 32

48

RRasmussen, Chris . . . . . . . . . . . . . . . . . . . . . 64Remillard, Janine. . . . . . . . . . . . . . . . . . . . . . 81Reys, Barbara . . . . . . . . . . . . . . . . . . . . . . 3, 21Reys, Robert . . . . . . . . . . . . . . . . . . . . . . . . . 21Rivera, Ferdinand . . . . . . . . . . . . . . . . . . . . . 74Robert, Curtis D. . . . . . . . . . . . . . . . . . . . . . . . 9Romagnano, Lew. . . . . . . . . . . . . . . . . . . . . . 12Romero, Christopher . . . . . . . . . . . . . . . . . . . . 8Roschelle, Jeremy . . . . . . . . . . . . . . . . . . . . . 67Rubenstein, Rheta . . . . . . . . . . . . . . . . . . . . . . 4Rubin, Andee. . . . . . . . . . . . . . . . . . . . . . . . . 11Russell, Susan Jo . . . . . . . . . . . . . . . . . . . . . . 70Ryu, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

SSahin, Alpaslan . . . . . . . . . . . . . . . . . . . . . . . 54Salehi, Roya . . . . . . . . . . . . . . . . . . . . . . . . . 30Sarama, Julie . . . . . . . . . . . . . . . . . . . . . . . . . 73Scammacca, Nancy . . . . . . . . . . . . . . . . . . . . 29Schaefer, Nancy E. . . . . . . . . . . . . . . . . . . . . 57Schifter, Deborah. . . . . . . . . . . . . . . . . . . . . . 70Schliemann, Analucia Dias . . . . . . . . . . . 24, 74Schultz, James E.. . . . . . . . . . . . . . . . . . . . . . . 5Schwartz, Judah L. . . . . . . . . . . . . . . . . . . . . 24Scott, Patrick (Rick) . . . . . . . . . . . . . . . . . . . 69Scrimger, Kerry . . . . . . . . . . . . . . . . . . . . . . . 49Seago, Nanette. . . . . . . . . . . . . . . . . . . . . . . . 16Sexton, Ursula . . . . . . . . . . . . . . . . . . . . . . . . . 6Shafer, Mary C. . . . . . . . . . . . . . . . . . . . . . . . 10Sharpe, Janet M. . . . . . . . . . . . . . . . . . . . . . . 60Shaughnessy, J. Michael . . . . . . . . . . . . . . . . 11Shechtman, Nicole . . . . . . . . . . . . . . . . . . . . 67Shillolo, Gina . . . . . . . . . . . . . . . . . . . . . . . . 49SIG/RME Board

and NCTM Research Committee . . . . . . . 58Silver, Ed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Sinn, Robb. . . . . . . . . . . . . . . . . . . . . . . . . . . 17Slaughter, Marian . . . . . . . . . . . . . . . . . . . . . 36Sleep, Laurie . . . . . . . . . . . . . . . . . . . . 4, 12, 20Smith, Margaret S. . . . . . . . . . . . . . . . . . 81, 87Speiser, Robert . . . . . . . . . . . . . . . . . . . . . . . 64Star, Jon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72Starkey, Prentice . . . . . . . . . . . . . . . . . . . . . . 73Steffe, Les . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Stein, Mary Kay . . . . . . . . . . . . . . . . . . . . . . 81Steinthorsdottir, Olof Bjorg. . . . . . . . . . . . . . 77Stockero, Shari . . . . . . . . . . . . . . . . . . . . . . . 20Stohl, Hollylynne . . . . . . . . . . . . . . . . . . . . . 13Stohl, Vicki L. . . . . . . . . . . . . . . . . . . . . . . . . 61Strassfeld, Brenda . . . . . . . . . . . . . . . . . . . . . 25Stockero, Shari . . . . . . . . . . . . . . . . . . . . . . . 20Stroup, Walter M. . . . . . . . . . . . . . . . . . . . . . 76Sun, Ye. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Swars, Susan Lee. . . . . . . . . . . . . . . . . . . . . . 31Sztajn, Paola . . . . . . . . . . . . . . . . . . . . . . . . . 20

TTaber, Susan . . . . . . . . . . . . . . . . . . . . . . . . . 72Tarr, James E. . . . . . . . . . . . . . . . . . . . . . . . . 21Tatar, Deborah . . . . . . . . . . . . . . . . . . . . . . . . 67Tawfeeq, Dante . . . . . . . . . . . . . . . . . . . . . . . 17Taylor, Vickie . . . . . . . . . . . . . . . . . . . . . . . . 54Terman, Nancy . . . . . . . . . . . . . . . . . . . . . . . 59Thames, Mark . . . . . . . . . . . . . . . . . . . . . 20, 51Thompson, Denisse . . . . . . . . . . . . . . . . . . . . 52Thompson, Patrick W. . . . . . . . . . . . 24, 61, 78Townsend, Brian E. . . . . . . . . . . . . . . . . . 21, 27Tunc-Pekkan, Zelha. . . . . . . . . . . . . . . . . . . . 26Tyminski, Andrew . . . . . . . . . . . . . . . . . . . . . 20

UUpton, Deborah S.. . . . . . . . . . . . . . . . . . . . . 22Usiskin, Zalman . . . . . . . . . . . . . . . . . . . . . . 42

VVan Zoest, Laura R.. . . . . . . . . . . . . . . . . . . . 20Vergnaud, Gerard. . . . . . . . . . . . . . . . . . . . . . 24Via, Nancy . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

WWager, Anita . . . . . . . . . . . . . . . . . . . . . . . . . 36Wakeley, Ann. . . . . . . . . . . . . . . . . . . . . . . . . 73Walker, Erica . . . . . . . . . . . . . . . . . . . . . . . . . 47Wang, Lin . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Warren, Elizabeth . . . . . . . . . . . . . . . . . . . . . 74Watanabe, Tad . . . . . . . . . . . . . . . . . . . . . . . . 63Watson, Jane . . . . . . . . . . . . . . . . . . . . . . . . . 11Webb, David C. . . . . . . . . . . . . . . . . . . . . . . . 10Webb, Norman L. . . . . . . . . . . . . . . . . . . . . . 10Weber, Keith . . . . . . . . . . . . . . . . . . . . . . . . . 13Webster, Joan Parker . . . . . . . . . . . . . . . . . . . . 6Wei, Jie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Weiss, Iris R. . . . . . . . . . . . . . . . . . . . . . . 68, 81Wiles, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Wiliam, Dylan . . . . . . . . . . . . . . . . . . . . . . . . 18Wilkerson, Trena L.. . . . . . . . . . . . . . . . . . . . 38Williams, Margaret . . . . . . . . . . . . . . . . . . . . 65Williams, Steven R. . . . . . . . . . . . . . . . . . . . . 79Wilson, Patricia S. . . . . . . . . . . . . . . . . . . . . . . 4Willson, Vic . . . . . . . . . . . . . . . . . . . . . . . . . . 54Wolff, Ned . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Woodard, Leslie. . . . . . . . . . . . . . . . . . . . . . . 54Wright, Robert J. . . . . . . . . . . . . . . . . . . . . . . 73Wu, Zhonghe . . . . . . . . . . . . . . . . . . . . . . . . . . 7

ZZawojewski, Judith . . . . . . . . . . . . . . . . . . . . 53Zhang, Yiming . . . . . . . . . . . . . . . . . . . . . . . . . 7Zopf, Deborah . . . . . . . . . . . . . . . . . . . . . . . . 51

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