Results from a national survey of abstract algebra instructors: Math ed is Mar. A solving problems they don't have Tim Fukawa-Connelly, Estrella Johnson and Rachel Keller Investigating a mathematics graduate student’s construction of a Mar. B hypothetical learning trajectory Ashley Duncan On the axiomatic formalization of mathematical understanding Mar. C Daniel Cheshire Struggling to comprehend the zero-product property GB 5 John Paul Cook 12:05 1:05 pm Lunch – GB Salons 2-4 1:05 1:35 pm Session 13 Contributed Reports – – Examining student attitudes and mathematical knowledge inside the flipped Mar. A classroom experience Matthew Students’ meanings of a (potentially) powerful tool for generalizing in Mar. B combinatorics Elise Lockwood and Zackery Reed Framework for Mathematical Understanding for Secondary Teaching: A Mar. C Mathematical Activity perspective M. Kathleen Heid and Patricia Wilson 1:45 2:15 pm Session 14 Contributed Reports – – Integrating oral presentations in mathematics content courses for pre-service Mar. A teachers Sayonita Ghosh Hajra and Abeer Hasan Gender, switching, and student perceptions of Calculus I Mar. B Jessica Ellis and Rebecca Cooper Mary, Mary, is not so contrary: Unless she’s wearing Hilbert’s shoes Mar. C Stacy Brown 2:25 2:55 pm Session 15 Contributed Reports – – Graphing habits: just don’t like that” Mar. A “I Kevin Moore, Teo Paoletti, Irma Stevens and Natalie Hobson The Effect of Mathematics Hybrid Course on Students’ Mathematical Mar. B Beliefs Kuo-Liang Chang, Roxanne Brinkerhoff and Ellen Backus the effect sizes of subtasks to compare instructional methods: A Mar. C network model Johns, Christopher Nakamura and Curtis Grosse 2:55 3:25 pm Coffee Break – 3:25 3:55 pm Session 16 Preliminary Reports – – Effect of teacher prompts on student proof construction Mar. A Margaret Morrow and Mary Shepherd Secondary teachers confronting mathematical uncertainty: Reactions to a Mar. B teacher assessment item on exponents Heejoo Suh, Heather Howell and Yvonne Lai Students’ concept image of tangent line compared to their understanding of Mar. C the definition of the derivative Brittany Vincent and Vicki Sealey
Mar. A Results from a national survey of abstract algebra instructors: Math ed is solving problems they don't have Tim Fukawa-Connelly, Estrella Johnson and Rachel Keller Mar. B Investigating a mathematics graduate student’s construction of a hypothetical learning trajectory Ashley Duncan Mar. C On the axiomatic formalization of mathematical understanding Daniel Cheshire GB 5 Struggling to comprehend the zero-product property John Paul Cook 12:05 – 1:05 pm GB Salons 2-4 Lunch 1:05 – 1:35 pm Session 13 – Contributed Reports Mar. A Examining student attitudes and mathematical knowledge inside the flipped classroom experience Matthew Mar. B Students’ meanings of a (potentially) powerful tool for generalizing in combinatorics Elise Lockwood and Zackery Reed Mar. C Framework for Mathematical Understanding for Secondary Teaching: A Mathematical Activity perspective M. Kathleen Heid and Patricia Wilson 1:45 – 2:15 pm Session 14 – Contributed Reports Mar. A Integrating oral presentations in mathematics content courses for pre-service teachers Sayonita Ghosh Hajra and Abeer Hasan Mar. B Gender, switching, and student perceptions of Calculus I Jessica Ellis and Rebecca Cooper Mar. C Mary, Mary, is not so contrary: Unless she’s wearing Hilbert’s shoes Stacy Brown 2:25 – 2:55 pm Session 15 – Contributed Reports Mar. A Graphing habits: “I just don’t like that” Kevin Moore, Teo Paoletti, Irma Stevens and Natalie Hobson Mar. B The Effect of Mathematics Hybrid Course on Students’ Mathematical Beliefs Kuo-Liang Chang, Roxanne Brinkerhoff and Ellen Backus Mar. C the effect sizes of subtasks to compare instructional methods: A network model Johns, Christopher Nakamura and Curtis Grosse 2:55 – 3:25 pm Coffee Break 3:25 – 3:55 pm Session 16 – Preliminary Reports Mar. A Effect of teacher prompts on student proof construction Margaret Morrow and Mary Shepherd Mar. B Secondary teachers confronting mathematical uncertainty: Reactions to a teacher assessment item on exponents Heejoo Suh, Heather Howell and Yvonne Lai Mar. C Students’ concept image of tangent line compared to their understanding of the definition of the derivative Brittany Vincent and Vicki Sealey
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