Thursday, February 25, 2016 1:00 - 1:15 Opening Session pm GB 2-4 1:25 - 1:55 Session 1 Contributed Reports – pm Prospective teachers’ evaluations of students’ proofs by mathematical Mar. A induction Hyejin Park Analyzing students’ interpretations of the definite integral as concept Mar. B projections Joseph F. Wagner Organizational features that influence departments’ uptake of Mar. C instruction: Case studies from inquiry-based learning in college mathematics Sandra Laursen An interconnected framework for characterizing symbol sense GB 5 Margaret Kinzel 2:05 - 2:35 Session 2 Contributed Reports – pm Students’ explicit, unwarranted assumptions in of Mar. A “proofs” conjectures Kelly Bubp Physics: Bridging the symbolic and embodied worlds of mathematical Mar. B thinking Clarissa Thompson, Sepideh Stewart and Mason Inquiry-based learning in mathematics: Negotiating the definition of a Mar. C pedagogy Zachary Haberler and Sandra Laursen Student resources pertaining to function and rate of change in GB 5 differential equations George Kuster 2:35 3:05 Coffee Break – pm 3:05 3:35 Session 3 Contributed Reports – – pm A new perspective to analyze argumentation and knowledge Mar. A construction in undergraduate classrooms Karen Keene, Derek Williams and Celethia McNeil Prototype images of the definite integral Mar. B Steven Jones The graphical representation of an optimizing function Mar. C Renee Larue and Nicole Infante Support for proof as a cluster concept: An empirical investigation into GB 5 mathematicians’ practice Keith Weber
Thursday, February 25, 2016 1:00 - 1:15 pm Opening Session GB 2-4 1:25 - 1:55 pm Session 1 – Contributed Reports Mar. A Prospective teachers’ evaluations of students’ proofs by mathematical induction Hyejin Park Mar. B Analyzing students’ interpretations of the definite integral as concept projections Joseph F. Wagner Mar. C Organizational features that influence departments’ uptake of instruction: Case studies from inquiry-based learning in college mathematics Sandra Laursen GB 5 An interconnected framework for characterizing symbol sense Margaret Kinzel 2:05 - 2:35 pm Session 2 – Contributed Reports Mar. A Students’ explicit, unwarranted assumptions in “proofs” of conjectures Kelly Bubp Mar. B Physics: Bridging the symbolic and embodied worlds of mathematical thinking Clarissa Thompson, Sepideh Stewart and Mason Mar. C Inquiry-based learning in mathematics: Negotiating the definition of a pedagogy Zachary Haberler and Sandra Laursen GB 5 Student resources pertaining to function and rate of change in differential equations George Kuster 2:35 – 3:05 pm Coffee Break 3:05 – 3:35 pm Session 3 – Contributed Reports Mar. A A new perspective to analyze argumentation and knowledge construction in undergraduate classrooms Karen Keene, Derek Williams and Celethia McNeil Mar. B Prototype images of the definite integral Steven Jones Mar. C The graphical representation of an optimizing function Renee Larue and Nicole Infante GB 5 Support for proof as a cluster concept: An empirical investigation into mathematicians’ practice Keith Weber
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