MSU Math Ed Presenting at PME-NA 43
Several MSU mathematics education doctoral students and faculty members will be presenting later this week at the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 43).
Math ed faculty members and graduate students presenting include Kristen Bieda, Corey Drake, Kristin Giorgio-Doherty, Lisa Hawley, Beth Herbel-Eisenmann, Brent Jackson, Valentin Küchle, Sunyoung Park, Lee Melvin Madayag Peralta, Brady Tyburski, and Kathryn Westby.
The conference will be held in historic Philadelphia, Pennsylvania on October 14-17,
2021.
The major goals of PME-NA are:
- To promote international contacts and the exchange of scientific information in the psychology of mathematics education.
- To promote and stimulate interdisciplinary research in the aforesaid area, with the cooperation of psychologists, mathematicians and mathematics teachers.
- To further a deeper and better understanding of the psychological aspects of teaching and learning mathematics and the implications thereof.
The 2021 conference theme is Productive Struggle: Persevering Through Challenges. Conference organizers note, “We aim to embrace the power of appropriate struggle as an opportunity for learning and growth. How can mathematics education researchers use this time of crisis as an opportunity for transformation? What new possibilities for mathematics learning and teaching were revealed through the unprecedented changes of 2020? And, how can our existing research endeavors persevere through the current situation to reach new insights about mathematics teaching and learning?”
In anticipation of travel struggles, the organizers have planned a hybrid conference with both virtual and in-person options for attendance.
Some from the MSU group of presenters shared comments about their presentations.
Kristin Giorgio-Doherty is a second-year student in the CITE program with a focus in mathematics teacher education at the elementary and middle school levels. She is on a research team with Corey Drake, Marcy Wood, Jill Newton, Amy Olsen, and some of their students. Amy Olson’s graduate student, Mona Baniahmadi and Kristin will be presenting at the conference.
Kristin commented, “Our study explores elementary teachers’ use of mathematics curricular resources before and during the COVID-19 pandemic. We administered a survey to a national sample of 524 third through fifth grade teachers. Our findings present a glimpse into the current curricular landscape, which is showing that teachers are no longer teaching mathematics from a single textbook, but rather, are drawing from multiple curricular resources. Findings also show the prevalence and increased use of teacher-created materials during the pandemic. The study has implications for researchers and teacher educators as they consider how to best support inservice and preservice teachers in selecting, adapting, and designing curricular materials, especially for diverse learning contexts.” Kristin and her partners will be presenting on Saturday, October 16.
Lisa Hawley stated, “Many elementary teachers feel anxious around mathematics teaching. My work is oriented toward helping them increase their confidence to teach mathematics in a way consistent with the NCTM standards. Elementary teachers often feel more confident about teaching literacy and could potentially draw on those strengths to teach mathematics. My project examines the way that teacher candidates see the similarities and differences between literacy and mathematics instructions.” Lisa will be presenting her work titled Elementary Teacher Candidates’ Connections Between Mathematics and Literacy Teaching on Saturday, October 16.
Valentin Küchle commented, “I will be presenting two posters at PME-NA. The first poster is about work I am doing for my dissertation as part of which I offered the MDISC teaching professional development to three graduate teaching assistants. In the poster presentation, I will be sharing how the classroom discourse of the PD participants and their students changed over the course of the semester.”
He continued, “The second poster is about introducing the distinction between “space” and “place” from humanistic geography and applying it to the context of a university class. While looking through student interviews from the “Tracking the longitudinal development of STEM majors’ autonomy and agency in mathematical proof and proving” project, it became apparent how relevant “space” and “place” are for making sense of students’ experiences, especially during the pandemic.” Valentin is joined by former project member Dr. Yaomingxin Lu on this submission. These presentations will occur on Friday, October 15 and Saturday, October 16.
Written by
Liz Havey
MSU Presentations
Thursday, October 14
4:00 - 7:00 pm, Sheraton, Virtual Poster Session
Through the Students’ Eyes: Mathematics Teachers’ Curricular Noticing in a Problem-Based Curriculum.
Sunyoung Park, Kristen Bieda
Friday, October 15
8:40 am – 8:00 pm, Sheraton. Virtual Poster Presenter
Through the Students’ Eyes: Mathematics Teachers’ Curricular Noticing in a Problem-Based Curriculum.
Sunyoung Park, Kristen Bieda
2:15 - 2:55 pm, Sheraton, Floor: Mezzanine, Salon 6
Investigating What Makes Beginning Teachers’ Enactment of Number Talks More or Less Ambitious.
Brent Jackson with others
2:15 – 2:55 pm, Sheraton, Floor: Mezzanine, Independence D
Theorizing Data Science Education: An Intersectional Feminist Perspective on Data, Power, and “Playing the Game”
Beth Herbel-Eisenmann, Lee Melvin Madayag Peralta with others
4:20 – 5:00 pm, Sheraton, Floor: Mezzanine, Philadelphia South
From Theory to Methodology: Guidance for Analyzing Students’ Covariational Reasoning
Brady Tyburski with others
5:00 – 6:00 pm, Sheraton, Floor: Ballroom Level, Liberty Ballroom A
MDISC for GTAs: A Discourse-Oriented Teaching Professional Development for Graduate Teaching Assistants
Valentin Küchle
Saturday, October 16
8:40 am – 5:30 pm, Sheraton. Virtual Poster Presenter
Through the Students’ Eyes: Mathematics Teachers’ Curricular Noticing in a Problem-Based Curriculum.
Sunyoung Park, Kristen Bieda
11:45 am – 12:25 pm, Sheraton, Floor Mezzanine, Freedom H
Use of Teacher-Created Curricular Resources by Elementary Mathematics Teachers: Before and During Covid-19 Pandemic
Corey Drake, Kristin Giorgio-Doherty with others
2:45 - 3:25 pm, Sheraton, Floor: Mezzanine, Freedom G
Elementary Teacher Candidates’ Connections Between Mathematics and Literacy Teaching
Lisa Hawley
2:45 – 3:25 pm, Sheraton, Floor: Mezzanine, Freedom F
“Very Bright but Quiet”: Racial, Gender and Competence Narratives in Mathematics Teacher Professional Development
Kathryn Westby, Lee Melvin Madayag Peralta, Beth Herbel-Eisenmann
3:50 - 4:30 pm, Sheraton Floor: Mezzanine, Salon 6
Tracing Beginning Teachers’ Mathematics Curriculum Use in Their First Three Years of Teaching
Corey Drake with Byungeun Pak, Dixie State University
4:30 – 5:30 pm, Sheraton, Floor: Ballroom Level, Liberty Ballroom A
Disability in Mathematics Education Research: A Call to Action
Kathryn Westby
4:30 – 5:30 pm, Sheraton, Floor: Ballroom level, Liberty Ballroom A
Pandemic Instruction: A Tale of Spatial Collapse and Platial Collisions
Valentin Küchle
Sunday, October 17
8:15 am - 12:00 pm, Sheraton, Virtual Poster Session
Through the Students’ Eyes: Mathematics Teachers’ Curricular Noticing in a Problem-Based Curriculum
Sunyoung Park, Kristen Bieda
