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Episode 1520: Panel Discussion of Justification and Proof
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November 19, 2015 07:19 AM PST
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Kristen Bieda (Michigan State University), Anna Conner (University of Georgia), and Pablo Mejia-Ramos (Rutgers University) formed a panel at the PMENA 37 working group on argumentation, justification, and proof. The working group was organized by Michelle Cirillo, Megan Staples, Karl Kosko, Jill Newton, and Keith Weber.

Listen to Episode 1519 for Keith Weber's presentation from this same working group.

Episode 1519: Weber's Review of Justification and Proof
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November 16, 2015 07:01 AM PST
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Keith Weber from Rutgers University gave a presentation on research related to argumentation, justification, and proof in mathematics education. This was part of a working group at PMENA 37 at Michigan State University in East Lansing, MI. The working group was organized by Michelle Cirillo, Megan Staples, Karl Kosko, Jill Newton, and Keith.

Listen to Episode 1520 for a panel discussion from this same working group.

Survey 2: Key Resources in Math Education
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November 09, 2015 11:35 AM PST
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NCTM took the top two spots, with Principles and Standards for School Mathematics (2000) and Principles to Actions (2014) tying for the book that we would most like to see in the hands of future math teachers. They each received 31% of the vote. Other books that received votes were The Teaching Gap, Adding It Up, and Pedagogy of the Oppressed.

69% of the respondents identified as researchers, 46% as teacher educators, and 15% as teachers.

Episode 1518: J. Michael Shaughnessy
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October 22, 2015 07:45 AM PDT
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Mike Shaughnessy from Portland State University discusses his career in mathematics and statistics education.

See the comments for references mentioned during the interview.

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Survey 1: Big Ideas in Math Education
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October 05, 2015 08:58 PM PDT
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The notion of Procedural and Conceptual Understanding came in as the "big idea" that is most pervasive in the thinking of math educators, with nearly 35% of the vote. Tied for second place were ideas about attending to student thinking and also the kinds of thinking and interacting we want students to engage in, particularly the process standards or Standards for Mathematical Practice.

50% of the respondents identified as researchers, 45% as teachers, 36% as teacher educators, 9% as teacher leaders, and 5% as educational technologist.

Episode 1517: Samuel Otten
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September 17, 2015 12:30 PM PDT
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Sam Otten from the University of Missouri discusses the article, "Making the most of going over homework," published in Mathematics Teaching in the Middle School, Volume 21. (Co-authors: Michelle Cirillo, Beth Herbel-Eisenmann).

See the comments for references mentioned during the interview.

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Episode 1516: Marta Kobiela
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September 14, 2015 05:12 AM PDT
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Marta Kobiela from McGill University (Canada) discusses the article, "The codevelopment of mathematical concepts and the practice of defining," published in the Journal for Research in Mathematics Education, Volume 46. (Co-author: Richard Lehrer)

See the comments for references mentioned during the interview.

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Episode 1515: Amy Ellis
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August 23, 2015 10:50 AM PDT
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Amy Ellis from the University of Wisconsin at Madison discusses the article, "Quantifying exponential growth: Three conceptual shifts in coordinating multiplicative and additive growth," published in the Journal of Mathematical Behavior, Volume 39. (Co-authors: Ozgur, Kulow, Williams, Amidon)

See the comments for references mentioned during the interview.

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Episode 1514: Anderson Norton
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July 31, 2015 01:08 PM PDT
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Andy Norton from Virginia Tech talks about the article, "Students' units coordination activity: A cross-sectional analysis," published in the Journal of Mathematical Behavior, Volume 39. (Co-authors: Boyce, Ulrich, Phillips)

See the comments for references mentioned during the interview.

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Episode 1513: Stanislaw Schukajlow
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July 11, 2015 10:00 AM PDT
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Stanislaw Schukajlow from the University of Munster (Germany) discusses the article, "Effects of prompting multiple solutions for modelling problems on students' performance," published in Educational Studies in Mathematics, Volume 89. Co-authors: Krug and Rakoczy.

See the comments for references mentioned during the interview.

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