CMP at Regional & National Conferences

2019 MI- AMTE

Hope College, Holland, MI

Teachers' Support for Students' Productive Disciplinary Engagement
March 16, 2019, 1:10 to 2:00 p.m.
Authors: Taren Going, Kathryn Appenzeller, Merve Kursav

Productive disciplinary engagement (PDE; Engle & Conant, 2002) occurs when students publicly engage in the disciplinary practices of mathematics. Students can be productive in their disciplinary engagement when they are progressing intellectually and refining their disciplinary learning goal over time (Hatano & Inagaki, 2003), developing towards “big ideas.” This is important because PDE can lead to deep conceptual learning of mathematics for students. As a representative of the discipline of mathematics in the classroom, teachers have the potential to play a powerful role in promoting PDE. Given the rapid changes in both curriculum and technology use in mathematics classrooms, however, supporting students’ PDE effectively is an ongoing challenge for teachers and teacher educators. In this session, we plan to discuss the ways teachers can support students in problem-solving in a digital collaborative platform. We will provide instances of teacher actions that promote greater problematizing, authority, accountability, and use of resources. Through these classroom examples, participants may consider teachers’ motivation and purposes for their actions and potentially new ways to support PDE in mathematics classrooms.

More details can be found at MI-AMTE Conference.

Developing Student and Teacher Inscriptional Practices: Implications for Teacher Education
March 16, 2019, 2:20 to 3:10
Authors: David M. Bowers, Amit Sharma, Chuck Fessler

Inscriptions, as the physical representations of one’s thinking, can serve to co-construct meaning among students, teachers, and curricula (Roth & McGinn, 1998). In this session, we highlight ways in which a digital platform serves as a collaborative discursive space to explore and make sense of inscriptions and their entailments. Specifically, we will share two experiences of students collaborating in a digital platform from middle school mathematics classrooms. We then briefly discuss how the development and communication of mathematical understanding is potentially enhanced by using inscriptional resources for constructing meaningful records of student thinking. We will then connect the experience to a broader discussion to develop a shared understanding of inscriptional practice and metapractice across the Teacher Development Continuum. By highlighting how the teachers can support the conceptual growth of big mathematical ideas mathematics as students purposefully engage in inscriptional work, we aim to foreground practical implications of this work.

More details can be found at on MI-AMTE Conference.

2019 NCSM Annual Conference

Over Thirty Years of Teaching Through Open Problem Activities: Going Deep with Mathematics
April 1-3, 2019
San Diego, CA
Presented by Elizabeth Phillips, AJ Edson, and Yvonne Slanger-Grant

This session focuses on teaching through open problem activities. Defined as sources of classroom activity devoted to the developing mathematical ideas, open problems refer to contextual situations involving multiple access points, methods/pathways, and solutions. Teaching through open problems is pivotal for fostering equity-based teaching practices. We will discuss the practice of “going deep with mathematics,” particularly around helping students solve an open problem, unpack the embedded mathematics, and connect learning to prior and future knowledge.

More details at 2019 NCSM Annual Conference.

2019 NCTM Rearch Conference

The Arc of Learning Framework: Building Learning Over Time
April 1-3, 2019
San Diego, CA
Presented by AJ Edson, Elizabeth Phillips, and Yvonne Slanger-Grant

Rather than emphasizing student learning as passively watching and imitating a set of isolated skills, the Arc of Learning framework highlights ways that student learning can evolve from informal knowledge to more sophisticated reasoning over time. It provides a tool for characterizing deeply grounded and connected learning, both in terms of practice and research. Participants will become familiar with the Arc of Learning by interacting with examples from a problem-centered curriculum.

More details at 2019 NCTM Annual Conference.