NCTM 2019 Research Conference REGISTRATION Infinity Bar @ NCTM Research Conference Research Report Research Symposium Invited

Infinity Bar @ NCTM Research Conference Research Report Research Symposium Invited Session
Monday 4:00 p.m.–6:00 p.m. The Infinity Bar offers attendees the opportunity to meet with senior scholars and leaders in the field. Legend Discussion Session Poster Session Opening/Plenary Session
Schedule-at-a-Glance: Monday/Tuesday Tuesday 7:30 a.m.–2:00 p.m. Infinity Bar sessions follow the conference program. No sign-up is necessary. Just come and grab a seat at the table.

Room 29A Room 29B Room 29C Room 29D Room 30AB Room 30C Room 30DE Room 31AB Room 31C Room 32A
Monday #1. Opening Session Room 33 ABC
5:30 p.m.–
7:00 p.m.
What Is the Responsibility of the Mathematics Education Research Community
to Address Local, National, and Global Issues?
Deborah Loewenberg Ball, Na’ilah Suad Nasir, Kathryn B. Chval
Tuesday #2. Exploring Volume #3. Postulating Two Types of #4. Comparing Sensitivitiy #5. Investigating Student Thought #6. What’s in a Name? A Study of #7. Using Number Talks to Support #9. Making Mathematics #11. Examining Students›
8:30 a.m.– Measurement Dynamically Mathematical Concepts and of Video and Artifact-Based via Scratch Work for a Large-Scale Mathematics Teachers’ Implicit Bias the Development of a Math-Talk Connections Visible Opportunities to Engage
9:45 a.m. (Panorkou) How They Develop Observations of Teaching Assessment (Copur-Genturk, Cimpian, Theule Lubienski, Community through Problem Solving with Mathematics in High
Promoting Young Children’s (Simon) (Kelly, Stein) (Hass) Thacker) (Woods) and Dialogue School
Spatial Visualization through Explicit vs. Implicit Teaching Elementary Teachers› Use of Computer Generated Graphic One University’s Story on Teacher Professional Learning Community: (Koch, Suurtamm) (Jansen, Middleton, Tarr, Edusei,
Defining Practices Concerning Strategies for Digital Instructional Resources Organizer’s Effect on Learning Preparation in Elementary Mathematicians and Writers Curtis, Discussant: Goldin)
(Wongkamalasai) Problem Solving in 4 Countries Outcomes Mathematics (Santarone, Abney, Webb)
(Portnov Neeman, Amit) (Remillard) (Rugh, M. Capraro, R. Capraro) (Thomas)

10:00 a.m.– #13. A Framework for #14. Using Learning Progressions #15. Empowering Students #16. Teachers Eliciting Students› #17. “It Just Got Real”: Backing into #18. Discovering Square Roots: #19. Common Methodological #20. Mathematical #21. Preservice Teachers #22. Differentiating
11:15 a.m. Analyzing Secondary Students’ to Design and Assess Geometry in Learning Proof: Balancing Mathematical Arguments Social Justice Productive Struggle in Middle School Errors in JRME Submissions Authority: Gateway to [RE] Learning the Meaning Instruction in Mathematics
Covariational Reasoning Curricula Agency and Authority (Francisco) (Thanheiser, Felton-Koestler, Rosencrans, Osa, Mathematics (Cai, Shih, Empson, Wood) High Quality Classroom of Multiplication of Education
(Cavey, Totrica, Libberton, Carney, Souders) (Battista) (Pair, Reed, Bleiler-Baxter) Koestler) (Cattey) Discourse Fraction (Hackenberg, Silva, Jones,
Quantitative Reasoning among A Study to Examine Preservice The Role of the Two-Column Inservice Teachers› Distinctions (Sullivan, Evans) (Gichobi) MacDonald, Hunt, Roxburg)
Linguistically Diverse Middle Teachers’ Understanding of the Proof in the High School Between Quadratic and Exponential
School Students Quadrilaterals Geometry Classroom Growth
(Zahner, Lara-Meloy, Kim) (Bharaj, Cross Francis) (Pair, Singh, Strachota) (Vishnubhotla)

11:30 a.m.– #24. Developing Measures of #25. Reasoning with Ratios: #26. Discourse that Empowers #27. Improving Children’s Fraction #28. Synthesizing Measures of K–12 #29. Integer Problem Types and Their #30. ICME, International #31. Mathematical #32. Enhancing Elementary #33. Researching
12:45 p.m. Mathematical Proficiency in a As Composed Units or as Self in the Learning of Understanding through the Use of Students’ Math Knowledge Relationship to Children’s Thinking Perspectives, and Modeling with Cultural and Mathematics Instruction: A Synchronous Online
Learning Technology Multiplicative Comparisons? Mathematics Number Line (Bostic, Shih, Krupa, Carney) (Lamb, Bishop, Philipp, Whitacre) Opportunities Community Contexts in U.S.China Collaboration Content-Focused
(Hulse, Harrison, Manzo, Sawrey, Ottmar) (Aydeniz) (Chapman) (Soni, Okamoto) Connecting Mathematical Knowledge Properties of Equality and Operations: (Burrill) Grades 3–5 (Ding, Seidman, Larese, Milewski, Mathematics Coaching
Development of Diagnostic Grounded in Common Sense?: Elementary Teachers’ Math Intervention for Improving Struggling and Dispositions with Pedagogical How Do 3rd Graders Think? (Foote, Aguirre, Roth McDuffie, Murray, Discussant: Cai) (Amador, Carson, Gillespie,
Assessments in Probability for Examining Contextual Anxiety and Implications for 5th-Graders’ Fractions Achievement Skills (Yagi, Zenigami) Turner) Discussant: Elliott)
Middle Graders References in a Ratio Unit Self-Evaluation (Jayanthi, Karp, Schumacher, Gersten) (Shaughnessy, Boerst)
(H. Lee) (Reinke, Casto, Ayan, Stephan) (Kearns, Hone)
1:45 p.m.– #35. How a MOOC for Educators #36. A Model for Teacher #37. Operationalizing Evaluative #38. Examining Teacher Learning #39. Examining Domains of Teacher #40. Key Indicators of Mathematically #41. Detracking in Action: #42. Learning From Each #43. The Impact of #44. Middle Grades and
3:00 p.m. Can Make a Large Impact Candidate Attentiveness to Listening-to-Question in through Shifts in Teachers’ Enacted Knowledge in a Lesson Study Responsive Classrooms Stories, Opportunities, and Other: A Conversation Simulation Features on the High School Students
(H. Lee, Mojica, Azmy, Barker) Student Thinking Mathematics Teaching Identity Experience (Bishop, Przybyla-Kuchek, Hamilton) Challenges Around Extending 30 Years Learning MKT Three-Dimensional
Transforming Teachers’ (Carney, Cavey, Totorica) (Kuehnert, Eddy, Pratt) (Munson) (Erbilgin) Does Disability Matter In Mathematics Detracking to Support of CGI (Boerst, Pfaff) Reasoning
Understandings About Critical Embodied Noticing Preservice Mathematics The Impact of Professional Identity on Education Research? A Research Equity: The San (Empson, Franke, Jacobs) (Tillema, Lee, Barrett)
Distribution (Mendoza, Hand) Teachers’ Lesson Launch Quality of Mathematics Instruction Review Francisco Story
(Peters) Considerations (Flessner, Liu, Lloyd, Bharaj) (Lambert, Tan) (Torres, Hull, Barnes)
(Amador) A Systemic Way to
Approach Change:
Transforming
Mathematics Education
(Leaf, Meyer, Lawler)
3:15 p.m.– #46. Mathematics for #47. The Predictive Validity of an #48. Preservice Teachers’ #49. Beyond Correctness: Strategy #50. A Participatory Approach to #52. But what about #53. Components of #54. Mixed Methods #55. Math Instructional
4:30 p.m. Democracy? Algebraic Reasoning Universal Representational Fluency and Use in Multiplicative Reasoning Mathematics Teacher Noticing Equity? Examining Equity Professional Development Research Synthesis: Supports and Assessments
(Raygoza) Screener Functional Reasoning Performance (Hand, Mendoza, van Es) as a Collective Professional that Lead to Change in Addressing Complexity in for Students Learning
Rehumanizing Mathematics: (Adams, Ketterlin Geller) (Altindis, Fonger) (Ebby, Nathenson) Responsibility Teaching Math Education English
Historical and Cultural Students’ Mathematical Framing a Task as Both Additive Reasoning as Disabler (Celedón-Pattichis, Boote Goffney, (Garcia, Shaughnessy, Mortimer, Pfaff, (Chimuma) (Nikula, Zahner, Schultz, Neumayer,
Recontextualization Capabilities in Mediated Field Construction and Proof: How Do of Fraction Reasoning: Where is Larnell, Lunney Borden, Males, Pynes) Bergey)
(Moore, Slavit) Experiences Teachers Manage? Disability? Peters)
(Wilson, Sharpe) (Milewski, Bardelli, Herbst) (Hunt, Martin, Patterson)
4:30 p.m.– #57–119. Poster Session – Reception in Ballroom 20D
6:00 p.m.

Learn more at www.nctm.org/researchconference or download our app at www.nctm.org/confapp.

Connect with other attendees by using #NCTMresearch on Twitter, Facebook, and Instagram.
NCTM 2019 Research Conference REGISTRATION Learn more at www.nctm.org/researchconference or download our app at www.nctm.org/confapp. Research Report Research Symposium Invited Session
Monday 4:00 p.m.–6:00 p.m. Connect with other attendees by using #NCTMresearch on Twitter, Facebook, and Instagram. Legend Discussion Session Poster Session Opening/Plenary Session
Schedule-at-a-Glance: Wednesday Tuesday 7:30 a.m.–2:00 p.m.

Room 29A Room 29B Room 29C Room 29D Room 30AB Room 30DE Room 31AB Room 31C Room 32A Room 33ABC
Wednesday #120. Exploring Coordinates #121. Sketchnotes: A #122. Using Pitfalls to Support #123. Teachers Dealing with #124. Design Features of Digital Math #126. MET Grant Research: Second- #128. Math-as-Discourse & #129. Equity in K–12 #130. NCTM President’s
8:00 a.m.– Using Coding Communication Tool to Middle School Mathematical Nonstandard Student Solutions to Games through the Lens of Grade Urban Students’ Sense of Sci-Fi Futures: Perspectives Mathematics Education: Session: Researchers as
9:15 a.m. (Germia, Panorkou) Strengthen Research and Discussion and Equity Linear Equations ACAT Fraction Magnitude; and Infusing on MTs› Prep for SJ Highlights from a National Advocates for Mathematics
Learning from Dialogic Online Practice Links (D’Silva) (Milewski, Chazan, Herbst) (Moyer-Packenham, Litster, Ashby, Roxburgh, History into Mathematics Instruction (Warburton, Rezvi, Gutiérrez) Survey Teaching and Learning
Mathematics Videos (Fonger) Who Is Math? Drawings and Addressing the Computer Science & Bullock) (Connelly, Powell, Son, Martey) (Malzahn, Gordon, Plumley, (Berry)
(Lobato) Impact of Electronic Notebooks Texts Tell Stories of Healing Math Debate with a Catalyzing Change Digital Math Games: Affect, Discussant: Heck)
on Teacher Educator from Math Trauma Lens Vocabulary, and Strategy Influences on
Instructional Decisions (Ruef, Willingham) (Zelkowski) Learning
(Gallivan) (Litster, Moyer-Packenham, Ashby, Roxburgh)

9:30 a.m.– #131. Plenary Session – Room 33ABC

11:00 a.m.
Learning, Identity, and Power in a Collaborative World
Jennifer M. Langer-Osuna
11:15 a.m.– #132. Embracing Change #133. Prospective Teachers› #134. What Can Mathematics #135. Making Sense of Teachers’ #136. Diagnosing Reasoning to #138. Sharing Research with Classroom #139. Making Sense of #140. Exploring Dynamic #141. Examining Classroom- #142. Linking Research
12:30 p.m. Agency: Practical Lessons from Development of Knowledge of Teacher Educators Do to Varied Responses to Representations Measure Future Teachers’ Facility with Teachers: Writing for MTLT Identity and Sense of Learning Technologies for Based Professional and Practice: Productive
Secondary Classrooms Mathematical Modeling Develop Their Knowledge Bases? of Practice Fractions (Barlow, Adams) Belonging in Mathematics Experiencing Algebraic Learning Models Struggle for All Students
(Gates, Badertscher, Sword, MacDowell) (Zhao) (Prasad, Patterson,Vallines Mira, Liang) (Jackson, Nieman, Kochmanski) (Olmez, Izsak) (Kress, Gilmore) Notation (Davenport, Lewis, Board, Using Differentiated
Opportunities for Student Modeling as a Mean of Fostering The Moderating Effect of A Fraction Sense Intervention for (Sawrey, Ottmar, Hulse) Shaughnessy, Gibbons, Discussant: Instruction
Agency in Math Lessons with/ Creativity and Multicultural Student-Teacher Relationship Struggling Middle School Math Davenport) (Lewis, Hunt, Lynch)
out Interactive Sims Equity on Math Learning Students
(Atabas, Whitacre, Schellinger) (Amit, Gilat) (Flores, Lan) (Dyson, Jordan)
1:30 p.m.– #143. K–8 Mathematics Teachers’ #144. What Online Resources #145. Developing Math Teacher- #146. Identifying the Differential #147. The Effects of Informal Learning #149. Writing MTE Manuscripts: #150. The Arc of Learning #151. Syllabus Subject to #152. Mathematical #153. Linking Research
2:45 p.m. Beliefs About Mathematical are Elementary Mathematics Leaders in Rural Schools: A Impact of an Individualized Coaching on Student Interest in STEM Fields Using the Writing Tool to Guide the Framework: Building Change; or Transforming Engagement IS and Practice: Strategies
Aptitude Teachers Using? Yearlong PD Experience Approach (Bicer,Y. Lee) Communication of Your Ideas Learning Over Time Assessment with Specs Fundamentally an Equity for Bulding Caring
(Copur-Genturk, Thacker, Quinn, Brayer (Dick, Shapiro, Sawyer, Wisner) (Anderson-Pence) (Cross Francis) (Hollebrands, MTE Editorial Panel) (Edson, Phillips, Slanger-Grant) Grading Issue Relationships in Math
Ebby) MTEs Learning through Lesson Studying the Sustained Impacts Using Rehearsal to Grow Shared (C.D.Walters) (Badertscher, Gates, Boston, Classrooms
Teacher Views of Non-Cognitive Study: A Community of Practice of Professional Development Expertise in a Community of Teacher Discussant: Spencer) (Hunsdon, Neal, Battey)
Traits Key to Success in 8th Perspective (Plumley, Heck, Hoover, Malzahn) Leaders
Grade Algebra (Appelgate, Dick, Soto, Gupta) (Nickerson,Vaughn)
(K. Walters, Eisner, Sorensen, Gorsky)
3:00 p.m.– #154. Exploring Gravity Through #155. Teacher-Designed #156. Teachers’ Shifting #157. Impact of Professional #158. Gender Difference on Spatial #160. Research in Math Education and #162. Refreshing High #163. Collaborating to #164. Linking Research and
4:15 p.m. Mathematics Mathematical Modeling Routines Perceptions of the Standards for Development for Math Teachers of Visualization (STEM vs non-STEM) STEM: Panel Discussion School Curriucula with Improve the Preparation Practice: Inverse Functions:
(Panorkou, Basu) for Secondary Classrooms Mathematical Practice English Learners (Y. Lee, R. Capraro, Bicer, M. Capraro, Park) (Hjalmarson, Asbell-Clarke, Gresalfi) Mathematics-News- of Secondary Mathematics Why Switch the Variables?
The Use of Task Templates to (Elliott, Knapp) (Davis, Seiwell) (Buffington, Neumeyer DePiper, Louie, Nikula) Interactional Pathways to Shared Snapshots Teachers (Teuscher, Palsky, Palfreyman)
Guide Design Activity Secondary Mathematics Change in Pre-service Teachers’ Examining the 12th-grade Intellectual Authority During Group (Movshovitz-Hadar) (Amick, Franz, Lischka, McNamara,
(Cannon) Teachers’ Descriptions of Conceptions of Mathematics Mathematics NAEP: Validity Work Smith, Strutchens, Discussants:
Mathematical Practices Teaching Considerations for ELLs (Langer-Osuna, Gargroetzi, Munson, Williams, Lawler, Martin)
(Wynn) (Kartal, Tillett) (Runnalls) Chavez)

Infinity Bar @ NCTM Research Conference

The Infinity Bar offers attendees the opportunity to meet with senior scholars and leaders in the field.
Infinity Bar sessions follow the conference program. No sign-up is necessary. Just come and grab a seat at the table.

NCTM Bookstore
The NCTM Bookstore opens at 10 a.m. on Wednesday, and you will save 25% off the list price on all purchases made onsite.
The Bookstore is located in Exhibit Hall G of the San Diego Convention Center.

NCTM Central
NCTM Central opens at 10 a.m. on Wednesday. Find the answers to all your NCTM membership questions, and learn about
NCTM grants, professional development offerings, and what is coming next from NCTM.

Linking Research and Practice Day @ Research Conference

NCTM Annual Meeting attendees are welcome to participate in sessions focusing on linking research and practice
at the NCTM Research Conference.