Approx. time

Hulya Kilic

The purpose of the research is to learn about how methods courses support pedagogical content knowledge development for preservice secondary mathematics teachers.

3:30 p.m.

Susan Sexton

This study addresses issues of mathematical authority as secondary preservice mathematics teachers investigate geometric proofs.

3:45 p.m.

Kathy Daymude

This embedded mixed methods study explores high school students' analysis of their testing errors in mathematics classes on a cumulative basis.  It stems from a constructivist perspective and will use Rasch analysis and qualitative methods.

4:00 p.m.

Sam Bennett

This study is an analysis of education problems in rural school districts. Beginning with an investigation of the state of rural education in Georgia, contrasting the four areas of Georgia:  urban, suburban, rural growth areas, and rural decline areas.  The real emphasis will be on concrete solutions to the problems that arise.

4:15 p.m.

Ajay Ramful

In this study, I shall analyze the operation of reversibility in different multiplicative domains at the middle school level.

4:30 p.m.

Rachael Brown

In this sociocultural study, I will compare two Intermath courses to learn about the characteristics of the community and how these characteristics influence engagement and learning.

4:45 p.m.


Short break.

5:00 p.m.

Shadreck Chitsonga

The purpose of the study is to identify and understand classroom assessment practices of High School Teachers of Statistics.

5:15 p.m.

Lee, Soo-Jin

An integrated study of two 7th gradersŐ re-organization of their whole number schemes to construct fraction multiplication schemes, and mathematical knowledge for teaching that promotes the learning.

5:30 p.m.

Margaret Morgan

In this sociocultural study, I will investigate the problem of the high failure rate in College Algebra by interviewing College Algebra instructors regarding their beliefs about mathematics, teaching, and learning.

5:45 p.m.

Jaehong Shin

My research topic will be focused on bringing forth and understanding how a pair of students in my teaching experiment would construct mathematical knowledge related to the concept of variables, not necessarily with literal symbols for variable concepts.

6:00 p.m.

Hyeonmi Lee

In this study, I will compare what teachers learned from technology integration curriculum courses in their teacher education program to how they are teaching in their classroom and understand what factors can ensure teachersŐ actual use of technology.

6:15 p.m.