|
5:00 – 7:00 pm Registration |
|
7:00 – 7:20 pm Welcome |
|
7:30 – 8:30 pm Plenary Talk |
|
Tommy
Dreyfus |
|
8:30 – 11:00 pm Reception |
|
7:30 am – 5:00 pm Registration |
|
8:30 – 9:00 am Contributed Talks |
|||
|
Salon
A |
Salon B |
Salon
C |
Salon
D |
|
Aaron Weinberg
Reconceptualizing
Mathematical Objects as
Mediating Discursive Metaphors |
John E. Donovan II
|
Shandy Hauk Rhoda Deon No Teacher Left Behind |
Pete Johnson Patterns of Motivation and Beliefs among Before-Precalculus College Mathematics Learners |
|
9:10 – 9:40 am
Preliminary Reports |
|||
|
Salon
A |
Salon B |
Salon
C |
Salon
D |
Soheila Gholamazad Dialogue as a Practical Tool for Writing Proof |
Tanya Berezovski On Transcendental Numbers: Teachers' Understanding and Their Practices |
Roza Leikin Connecting Tasks in Pre-Service Teacher Mathematics Education |
Keith Weber Developing Undergraduates' Understanding of Trigonometric Functions in a College Geomtery Course |
|
9:40 – 10:10 am Coffee Break |
|
10:10 – 10:50 am Contributed
Talks |
|||
|
Salon
A |
Salon B |
||
David Kung Natasha Speer A Tale of Two Backgrounds: Snapshots of Graduate Students’ Knowledge of Student Thinking in Calculus |
Jeffrey M. Rabin Guershon Harel Effects of DNR-Based Instruction on the Teaching Behaviors of Algebra Teachers |
||
|
11:00 am – 12:00 pm Plenary Session |
|
A
Celebration of Jim
Kaput’s Contributions to Research in Undergraduate Mathematics
Education |
|
12:00 – 1:30 pm Lunch |
|
1:30 – 2:10 pm Contributed
Talks |
|||
|
Salon
A |
Salon B |
||
Ivy Kidron Mathematical Justification, Parallel Constructions of Knowledge and the Instrumentation Process |
Chris Rasmussen Jill Nelipovich Bohdan Rhodehamel Students’ Proofs for the Shapes of Graphs of Solutions in the Phase Plane |
||
|
2:20 – 3:00 pm Contributed
Talks |
|||
|
Salon
A |
Salon B |
||
Howard Blumenfeld Chris Rasmussen Students' Reinvention of Straight-Line Solutions to Systems of Linear Ordinary Differential Equations |
Jinfa Cai Exploring Mathematical Exploration: How College Students Pose and Solve Their Own Problems in Classroom Setting |
||
|
3:10 – 3:40 pm Preliminary
Reports |
|||
|
Salon
A |
Salon B |
Salon
C |
Salon
D |
Zsolt Lavicza The Examination of Factors Influencing the Integration of Computer Algebra Systems in University-Level Mathematics Education |
Susan Nickerson Chris Rasmussen Learning What Needs to be Justified in Mathematical Proof |
Rina Zazkis Learner Generated Examples: From Pedagogical Tool to Research Tool |
Jerome Epstein The Calculus Concept Inventory |
|
3:40 – 4:10 pm Coffee
Break |
|
4:10 – 4:40 pm Contributed
Talks |
|||
|
Salon
A |
Salon B |
Salon
C |
Salon
D |
Students' Conceptions of Indeterminate Forms |
Timothy Fukawa-Connelly Steven Jones We Know What They Knew, but What do They Know? |
Lynn D. Tarlow Students' Use of Representations to Develop Ideas in Combinatorics |
|
|
4:50 – 5:50 pm Plenary Session |
|
A
Celebration of Jim
Kaput’s Contributions to Research in Undergraduate Mathematics
Education |
|
6:30 – 9:00 pm Banquet |
|
7:30 am – 5:00 pm Registration |
|
8:30 – 9:00 am Preliminary
Reports |
|||
|
Salon
A |
Salon B |
Salon
C |
Salon
D |
Manya Raman Videocases as a Didactical Intervention in an "Introduction to Proof" Course |
Bradley Beauchamp Exploring Calculus Students' Understanding of L'Hopital's Rule |
Timothy Gutmann Emiliano Gomez Eric Hsu Network Analysis as Theory Building for Understanding Graduate Student Communities |
Zsolt Lavicza Darryl Koch The Evaluation of the Effectiveness of pre-Freshman Summer Mathematics Courses on the Academic Performance of Underrepresented Minority Engineering Students |
|
9:10 – 9:40 am Contributed
Talks |
||||
|
Salon
A |
Salon B |
Salon
C |
Salon
D |
Salon
E |
|
Katrina Piatek-Jimenez
|
Allison McCulloch Building an Understanding of Student Use of Graphing Calculators as a Tool for Problem Solving |
David E. Meel A Continued Look at the Impact of Web-Based Linear Algebra Tools on Understanding |
Karen Allen
|
Palma
Benko
|
|
9:40 – 10:10 am
Coffee Break |
|
10:10 – 10:50 am Contributed
Talks |
|||
|
Salon
A |
Salon B |
||
Natasha Speer Nicole Johnson Sharon Strickland Beste Gucler Undergraduate Mathematics Teachers' Knowledge of Students' Strategies and Difficulties with Derivative Problems |
Michael Oehrtman Model Analysis in Undergraduate Mathematics Education Research |
||
|
11:00 – 11:40 am Contributed Talks |
|||
|
Salon
A |
Salon B |
||
Jessica Knapp A Framework to Examine Definition use in Proof |
Elizabeth B. Uptegrove Carolyn A. Maher Building Mathematical Connections through Communications |
||
|
11:40 am – 1:00 pm Lunch |
|
1:00 – 1:30 pm Preliminary
Reports |
||||
|
Salon
A |
Salon B |
Salon
C |
Salon
D |
Salon E |
Rob Ely Student Obstacles and Historical Obstacles to Foundational Concepts of Calculus |
Hamide Dogan-Dunlap Intermediate Algebra Students’ Language-Based Knowledge and Their Conceptualization of Function |
Christine Larson Robert Mayes Impact of Enhancing Reflection and Discourse in College Algebra |
Maria Trigueros Gaisman Rafael Martínez-Planell Students Ideas on Functions of Two Variables |
Shabnam Kavousian What Learner-Generated Examples Reveals about Students’ Understanding of Combinatorial Structures? |
|
1:40 – 2:40 pm Plenary Talk |
|
Carolyn
Maher |
|
2:50 – 3:30 pm Contributed
Talks |
|||
|
Salon
A |
Salon B |
||
Vicki Sealey Michael Oehrtman Student Understanding of Accumulation and Riemann Sums |
Kyeong Hah Roh Association of Students' Conception of Limits with Their Levels of Reversibility in the Context of Sequences |
||
|
3:40 – 4:20 Contributed
Talks |
|||
|
Salon
A |
Salon B |
||
Karen D. King Expanding the Participation Metaphor: What is the Development of Mathematical Practice? |
Jennifer Christian Smith Sera Yoo Students’ Strategies for Constructing Mathematical Proofs in a Problem-Based Undergraduate Course |
||
|
5:00 pm Bus departs for Penn Station |
|
8:30 – 9:00 am Preliminary
Reports |
|||
|
Salon
A |
Salon B |
Salon
C |
Salon
D |
Marianna Bogomolny Learner-Generated Examples: An inquiry into Students’ Understanding of Linear Algebra |
Carla van de Sande Spontaneous Online Discussions in Mathematics |
Guershon Harel Osvaldo SotoPatterns of Change in the Teaching Actions and Behaviors of an In-Service Teacher |
|
|
9:10 – 9:50 am Contributed Talks |
|||
|
Salon
A |
Salon B |
||
Keith Weber How do Undergraduates Complete Homework in Abstract Algebra and What Do They Learn From Doing It? |
Arthur B. Powell Developing Deep, Connected, and Durable Understanding of Combinatorics |
||
|
9:50 – 10:20 am Coffee
Break |
|
10:20 – 10:50 am Contributed
Talks |
|||
|
Salon
A |
Salon B |
Salon
C |
Salon
D |
|
|
Irene Bloom Talking Math: Mathematical Language and Explanations in a Course for Prospective Secondary Mathematics Teachers |
Janet G. Walter Student-to-Student Questioning: A Case for Autonomous Scaffolding |
Alexandra Gomes Do we say what we mean? Conceptions held by (future) primary school teachers concerning the concept of angle |
|
11:00 – 11:30 Preliminary Reports |
|||
|
Salon
A |
Salon B |
Salon
C |
Salon
D |
Vilma Mesa Is this the answer? Is this what I was supposed to do? Control Structures in Introductory Calculus Textbooks |
Nicole Engelke Teaching Innovations for Related Rates Problems in First Semester Calculus |
Stine Timmermann Dialogue based teaching practice in an undergraduate analysis course |
|
|
11:40 am Closing |