THURSDAY

February 21, 2013

Working Groups

8:00-11:30

(Please note that to attend Working Groups you should have contacted Working Groups’ organizers.)

OPENING SESSION

12:00 – 12:30 PM

Denver Ballroom 1-4

Session 1 – Preliminary Reports

12:40 – 1:10 PM

Presentation

Location

Wait a Minute…Is That Enough to Make a Difference?

Daniel Reinholz and Mary Pilgrim

Colorado G

Rethinking Business Calculus in the Era of Spreadsheets

Mike May

Colorado H

Expert Performance on Routine and Novel Integral Application (Volume) Problems

Krista Toth and Vicki Sealey

Denver 5 & 6

How Pre-Service Teachers in Content Courses Revise Their Mathematical Communication

Nina White

Matchless

Opportunity to Learn from Mathematics Lectures

Emilie Wiesner, Tim Fukawa-Connelly, and Aaron Weinberg

Denver Ballroom 1-4

Assessment of Students’ Understanding of Related Rates Problems

Costanza Piccolo and Warren Code

Gold Coin

Session 2 – Contributed Reports

1:20 – 1:50 PM

Presentation

Location

Switcher and Persister Experiences in Calculus I

Jessica Ellis, Chris Rasmussen, and Kristin Duncan

Gold Coin

Critiquing the Reasoning of Others: Devil’s Advocate and Peer Interpretations as Instructional Interventions

Aviva Halani, Owen Davis, and Kyeong Hah Roh

Denver 5 & amp; 6

Entity versus Process Conceptions of Error Bounds in Students’ Reinvention of Limit Definitions

Robert Raish, Michael Oehrtman, Jason Martin, Brian Fisher, and Craig Swinyard

Denver Ballroom 1-4

Perspectives that Some Mathematicians Bring to University Course Materials Intended for Prospective Elementary Teachers

Elham Kazemi and Yvonne Lai

Matchless

Session 3 – Preliminary Reports

2:00 – 2:30 PM

Presentation

Location

Not All Informal Representations are Created Equal

Kristen Lew, Juan Pablo Mejia-Ramos, and Keith Weber

Denver Ballroom 1-4

Fostering Students’ Understanding of the Connection Between Fostering Students’ Understanding of the Connection Between Function and Derivative: A Dynamic Geometry Approach

Dov Zazkis

Denver 5 & 6

Determining the Structure of Student Study Groups

Gillian Galle

Matchless

Assessing Pre-Service Teachers’ Conceptual Understanding of Mathematics Using Praxis II Data

Revathi Narasimhan

Colorado H

A Case Study on a Diverse College Algebra Classroom: Analyzing Pedagogical Strategies to Enhance Students’ Mathematics Self-Efficacy

Michael Furuto and Derron Coles

Gold Coin

A Multidimensional Analysis of Instructional Practices

Melissa Mills

Colorado G

COFFEE BREAK

2:40 – 3:10 PM

Denver Ballroom Pre-Function Area

Session 4 – Contributed Reports

3:20 – 3:50 PM

Presentation

Location

Under the Radar: Foundational Meanings that Secondary Mathematics Teachers Need, Do Not Have, but Colleges Assume

Pat Thompson, Neil Hatfield, Cameron Byerly and Marilyn Carlson

Denver Ballroom 1-4

Using Cognitive Science with Active Learning in a Large Lecture College Algebra Course

David Miller and Matthew Schraeder

Gold Coin

On the Plus Side: A Cognitive Model of Summation Notation

Steve Strand and Sean Larsen

Denver 5 & 6

Preservice Elementary Teachers’ Understanding of Greatest Common Factor Story Problems

Kristen Noblet

Matchless

Session 5 – Preliminary Reports

4:00 – 4:30 PM

Presentation

Location

Crossing Community Boundaries: Collaboration Between Mathematicians and Mathematics Educators

Sarah Bleiler

Colorado H

Interplay Between Concept Image and Concept Definition: Definition of Continuity

Gaya Jayakody

Colorado G

An Examination of Proving Using a Problem Solving Framework

Milos Savic

Matchless

Talking Mathematics: An Abstract Algebra Professor’s Teaching Diaries

Sepideh Stewart, John Paul Cook, Ralf Schmidt, and Ameya Pitale

Denver 5 & 6

Scaling Up Reinvention: Developing a Framework for Instructor Roles in the Classroom

Jungeun Park, Jason Martin, and Michael Oehrtman

Gold Coin

An Analysis of First Semester Calculus Students’ Use of Verbal and Written Language When Describing the Intermediate Value Theorem

Vicki Sealey and Jessica Deshler

Denver Ballroom 1-4

Session 6 – Contributed Reports

4:40 – 5:10 PM

Presentation

Location

Students’ Conceptions of Mathematics as a Discipline

George Kuster

Colorado H

Using Disciplinary Practices to Organize Instruction of Mathematics Courses for Prospective Teachers

Yvonne Lai

Matchless

On the Emergence of Mathematical Objects: The Case of e^(az)

Ricardo Nemirovsky and Hortensia Soto-Johnson

Gold Coin

Commonly Identified Students’ Misconceptions About Vectors and Vector Operations

Aina Appova and Tetyana Berezovski

Denver 5 & 6

POSTER SESSION (Cash Bar)

5:30 – 6:30 PM

Denver Ballroom Pre-function Area

That’s Nice …but is it worth sharing

Daniel Reinholz

The Flipped Classroom Model for College Algebra: Effects on Student Achievement

Jerry Overmyer

An Annotation Tool Designed to Interface with Webwork: Interpreting Students’ Written Work

Nicole Engelke, Gulden Karakok, and Aaron Wangberg

Reasoning Abilities that Support Students in Developing Meaningful Formulas to Relate Quantities in an Applied Problem Context

Bethany Fowler, Kristin Frank, Hyunkyoung Yoon and Marilyn Carlson

Coaching the Coaches: Supporting University Supervisors in the Supervision of Elementary Mathematics Instruction

Stefanie Livers

PLENARY SESSION & DINNER

6:30 – 8:30 PM 

Denver Ballroom 1-4

The Role and Use of Examples in Learning to Prove

Dr. Eric Knuth

University of Wisconsin, Madison

FRIDAY

February 22, 2013

Session 7 – Preliminary Reports

8:30 – 9:00 AM

Presentation

Location

Comparing a “Flipped” Instructional Model in an undergraduate Calculus III Course

Nicholas Wasserman, Scott Norris and Thomas Carr

Colorado C

Development and Analysis of a Basic Proof Skills Test

Sandra Merchant and Andrew Rechnitzer

Denver 5 & 6

A Microgenetic Study of One Students’ Sense Making About the Temporal Order of Delta and Epsilon

Aditya Adiredja

Gold Coin

An Investigation of Pre-Service Secondary Mathematics Teachers’ Development and Participation in Argumentation

Lisa Rice

Matchless

Emergent Modeling and Riemann Sum

Kritika Chhetri and Jason Martin

Denver Ballroom 1-4

Students’ Way of Thinking About Derivative and its Correlation to Their Ways of Solving Applied Problems

Shahram Firouzian

Colorado D

Session 8 – Contributed Reports

9:10 – 9:40 AM

Presentation

Location

Preparing Students for Calculus

April Brown Judd and Terry Crites

Matchless

Partial Unpacking and Indirect Proofs: A Study of Students' Productive Use of the Symbolic Proof Scheme

Stacy Brown

Denver 5 & 6

Utilizing Types of Mathematical Activities to Facilitate Characterizing Student Understanding of Span and Linear Independence

Megan Wawro and David Plaxco

Denver Ballroom 1-4

Coherence from Calculus to Differential Equations

Jennifer Czocher, Jenna Tague, and Greg Baker

Gold Coin

COFFE BREAK

9:50 – 10:20 AM

Denver Ballroom Pre-Function Area

Session 9 – Contributed Reports

10:30 – 11:00 AM

Presentation

Location

Odd Dialogues on Odd and Even Functions

Dov Zazkis

Matchless

Secondary Teachers’ Development of Quantitative Reasoning

David Glassmeyer, Michael Oehrtman, and Jodie Novak

Gold Coin

Students Reconciling Notions of One-to-One Across Two Contexts

Michelle Zandieh, Jessica Ellis, and Chris Rasmussen

Denver Ballroom 1-4

On Mathematics Majors’ Success and Failure at Transforming Informal Arguments into Formal Proofs

Bo Zhen, Juan Pablo Meija-Ramos, and Keith Weber

Denver 5 & 6

Session 10 – Contributed Reports

11:10 – 11:40 AM

Presentation

Location

Mathematicians’ Example-Related Activity When Proving Conjectures

Elise Lockwood, Amy B. Ellis and Eric Knuth

Denver 5 & 6

Transfer of Critical Thinking Disposition from Mathematics to Statistics

Hyung Kim and Tim Fukawa-Connelly

Gold Coin

The Emergence of Algebraic Structure: Students Come to Understand Zero-Divisors

John Paul Cook

Colorado D

Performance and Persistence Among Undergraduate Mathematics Majors

Joe Champion and Ann Wheeler

Matchless

LUNCH

11:50 – 12:50 AM

Denver Ballroom 1-4

Session 11 – Theoretical Reports

1:00 – 1:30 PM

Presentation

Location

PAR for the Course: Developing Mathematical Authority

Daniel Reinholz

Matchless

Adapting Model Analysis for the Study of Proof Schemes

David Miller and Todd Cadwalladerolsker

Gold Coin

Implications of Realistic Mathematics Education for Analyzing Student Learning

Estrella Johnson

Denver 5 & 6

Developing Hypothetical Learning Trajectories for Teachers’ Developing Knowledge of the Test Statistic in Hypothesis Testing

Jason Mark Dolor

Colorado C

Session 12 – Preliminary Reports

1:40 – 2:10 PM

Presentation

Location

Computational Thinking in Linear Algebra

Spencer Bagley and Jeff Rabin

Denver 5 & 6

Pre-service Secondary Mathematics Teachers’ Statistical Preparation: Interpreting the News

Joshua Chesler

Colorado D

The Effects of Formative Assessment on Students’ Zone of Proximal Development in Introductory Calculus

Rebecca Dibbs and Michael Oehrtman

Gold Coin

Verifying Trigonometric Identities: Proof and Students’ Perceptions of Equality

Benjamin Wescoatt

Matchless

Student Responses to Team Based Learning in Tertiary Mathematics Courses

Judy Paterson, Louise Sheryn, and Jamie Sneddon

Colorado C

Session 13 – Contributed Reports

2:20 – 2:50 PM

Presentation

Location

Venn Diagrams as Visual Representations of Additive and Multiplicative Reasoning in Counting Problems

Aviva Halani

Matchless

In-service Secondary Teachers’ Conceptualization of Complex Numbers

Stephenie Anderson Dyben, Hortensia Soto-Johnson and Gulden Karakok

Denver 5 & 6

The Merits of Collaboration Between Mathematicians and Mathematics Educators on the Design and Implementation of An Undergraduate Course on Mathematical Proof and Proving

Orit Zaslavsky, Pooneh Sabouri, and Michael Thoms

Denver Ballroom 1-4

Teaching Undergraduate Calculus for Transfer: A Qualitative Case Study of the Calculus Sequence at One Liberal Arts College

Noelle Conforti Preszler

Gold Coin

COFFE BREAK

2:50 – 3:20 PM

Denver Ballroom Pre-Function Area

Session 14 – Preliminary Reports

3:30 – 4:00 PM

Presentation

Location

Paradoxes of Infinity – The Case of Ken

Chanakya Wijeratne

Matchless

Self-inquiry in the Context of Undergraduate Problem Solving

Todd Grundmeier, Dylan Retsek and Dara Stepanek

Gold Coin

Systematic Intuitive Errors on a Prove-or-Disprove Monotonicity Task

Kelly Bubp

Colorado C

A Coding Scheme for Analyzing Graphical Reasoning on Second Semester Calculus Tasks

Rebecca Schmitz

Colorado D

Mathematician’s Tool Use in Proof Construction

Melissa Goss, Jeffrey King, and Michael Oehrtman

Denver 5 & 6

Initial Undergraduate Student Understanding of Statistical Symbols

Samuel Cook and Tim Fukawa-Connelly

Denver Ballroom 1-4

Session 15 – Preliminary Reports

4:10 – 4:40 PM

Presentation

Location

Proof Structure in the Context of Inquiry Based Learning

Alyssa Eubank, Shawn Garrity and Todd Grundmeier

Denver Ballroom 1-4

Analyzing Calculus Concept Inventory Gains in Introductory Calculus

Matthew Thomas and Guadalupe Lozano

Gold Coin

A Modern Look at the Cell Problem

Jennifer Czocher

Colorado C

Bringing the Familiar to the Unfamiliar: The Use of Knowledge from Different Domains in the Proving Process

Kathleen Melhuish

Matchless

Investigating Student Understanding of Eigentheory in Quantum Mechanics

Warren Christensen

Denver 5 & 6

Student Difficulties Setting Up Statistics Simulations in TinkerplotsTM

Erin Glover and Jennifer Noll

Colorado D

Session 16 – Contributed Reports

4:50 – 5:20 PM

Presentation

Location

Students’ Axiomatizing in a Classroom Setting

Mark Yannotta

Colorado C

Understanding Abstract Algebra Concepts

Anna Titova

Matchless

Covariational Reasoning and Graphing in Polar Coordinates

Kevin Moore, Teo Paoletti, Jackie Gammaro, and Stacy Musgrave

Gold Coin

Using Metaphors to Support Students’ Ability to Reason about Logic

Paul Christian Dawkins and Kyeong Hah Roh

Denver 5 & 6

PLENARY SESSION

5:30 – 6:30 PM

Denver Ballroom 1-4

How to Support Students in Constructing More Formal Mathematics

Dr. Koeno Gravemeijer

  Eindhoven University of Technology

DINNER ON YOUR OWN

SATURDAY

February 23, 2013

Session 17 – Preliminary Reports

8:30 – 9:00 AM

Presentation

Location

Providing Opportunities for College-Level Calculus Students to Engage in Theoretical Thinking

Dalia Challita and Nadia Hardy

Gold Coin

Students’ Knowledge Resources About the Temporal Order of Delta and Epsilon

Aditya Adiredja and Kendrice James

Colorado C

Two Students' Interpretation of Rate of Change in Space

Eric Weber

Denver Ballroom 1-4

Conceptualizing Vectors in College Geometry: A New Framework for Analysis of Student Approaches and Difficulties

Oh Hoon Kwon

Matchless

Jump Math Approach to Teaching Foundations Mathematics in 2-Year College Shows Consistent Gains in Randomized Field Trial

Taras Gula and Carolyn Hoessler

Colorado D

Identifying Change in Secondary Mathematics Teachers’ Pedagogical Content Knowledge

Melissa Goss, Robert Powers, and Shandy Hauk

Denver 5 & 6

Session 18 – Contributed Reports

9:10 – 9:40 AM

Presentation

Location

A Dialogic Method of Presenting Proofs: Focus on Fermat’s Little Theorem

Boris Koichu and Rina Zazkis

Denver 5 & 6

On the Role of Pedagogical Content Knowledge in Teachers’ Understanding of Commutativity and Associativity

Steven Boyce

Matchless

Developing Facility with Sets of Outcomes by Solving Smaller, Simpler Counting Problems

Elise Lockwood

Denver Ballroom 1-4

Pre-Service Secondary Teachers’ Meanings for Fractions and Division

Cameron Byerley and Neil Hatfield

Gold Coin

COFFEE BREAK

9:50 – 10:20 AM

Denver Ballroom Pre-Function Area

Session 19 – Preliminary Reports

10:30 – 11:00 AM

Presentation

Location

Difficulties in Using Variables – A Tertiary Transition Study

Ileana Borja-Tecuatl, Asuman Oktaç and María Trigueros

Colorado C

Gestures: A Window to Mental Model Creation

Nancy Garcia and Nicole Engelke

Denver 5 & 6

Development of Students’ Ways of Thinking in Vector Calculus

Eric Weber and Allison Dorko

Gold Coin

Characteristics of Successful Programs in College Calculus: Pilot Case Study

Sean Larsen, Estrella Johnson and Steve Strand

Denver Ballroom 1-4

Cooperative Learning and Traversing the Continuum of Proof Expertise

Martha Byrne

Colorado D

Students’ Sense-Making in Mathematics Lectures

Aaron Weinberg, Tim Fukawa-Connelly, and Emilie Wiesner

Matchless

Session 20 – Contributed Reports

11:10 – 11:40 AM

Presentation

Location

Preservice Teachers’ Mathematical Knowledge for Teaching and Concepts of Teaching Effectiveness: Are They Related?

Jathan Austin

Colorado D

Students’ Emerging Understandings of the Polar Coordinate System

Teo Paoletti, Kevin Moore, Jackie Gammaro, and Stacy Musgrave

Gold Coin

Understanding Mathematical Conjecturing

Jason Belnap and Amy Parrott

Denver 5 & 6

Building Knowledge for Teaching Rates of Change: Three Cases of Physics Graduate Students

Natasha Speer and Brian Frank

Matchless

LUNCH

11:50 – 12:50 AM

Denver Ballroom 1-4

PLENARY SESSION

1:00 – 2:00 PM

Denver Ballroom 1-4

How Visualization Techniques Shape the Landscape of Mathematics and Science

Dr. Loretta Jones

 University of Northern Colorado

COFFEE BREAK

2:10 – 2:40 PM

Denver Ballroom Pre-Function Area

Session 21 – Theoretical Reports

2:50 – 3:20 PM

Presentation

Location

Does/Should Theory Building Have a Place in the Mathematics Curriculum?

Hyman Bass

Denver Ballroom 1-4

Developing an Explication Analytical Lens for Proof-oriented Mathematical Activity

Paul Christian Dawkins

Denver 5 & 6

The Action, Process, Object, and Schema Theory of Sampling

Neil Hatfield

Gold Coin

Illustrating a Theory of Pedagogical Content Knowledge for Secondary and Post-Secondary Mathematics Instruction

Shandy Hauk, Allison Toney, Billy Jackson, Reshmi Nair, and Jengq-Jong Tsay

Matchless

Session 22 – Contributed Reports

3:30 – 4:00 PM

Presentation

Location

Undergraduate Students’ Models of Curve Fitting

Shweta Gupta

Denver Ballroom 1-4

On the Sensitivity of Problem Phrasing – Exploring the Reliance of Student Responses on Particular Representations of Infinite Series

Danielle Champney

Denver 5 & 6

Session 23 – Preliminary Reports

4:10 – 4:40 PM

Presentation

Location

Guided Reflections on Mathematical Tasks: Fostering MKT in College Geometry

Josh Bargiband, Sarah Bell and Tetyana Berezovski

Gold Coin

Effects of Collaborative Revision on Beliefs about Proof Function and Validation Skills

Emily Cilli-Turner

Colorado C

Assessing Student Presentations in an Inquiry-Based Learning Course

Christina Eubanks-Turner

Colorado D

The Role of Time in a Related Rate Scenario

Katherine Czeranko

Matchless

Calculus Students’ Understanding of Volume

Allison Dorko and Natasha Speer

Denver 5 & 6

BREAK

5:00 – 6:00 PM

AWARDS BANQUET & PLENARY SESSION

6:00 – 9:00 PM

Denver Ballroom 1-4

PLENARY TALK:

Benefits and Limitations of Complimenting Qualitative Research with

Quantitative Studies: Lessons Learned from Five Studies on Proof Reading

Dr. Keith Weber

Rutgers University