Joint Mathematics Meetings AMS Special Session
Current as of Saturday, January 13, 2024 03:30:04
- Program
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- Deadlines
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- Timetable
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- Inquiries: meet@ams.org
2024 Joint Mathematics Meetings (JMM 2024)
- Moscone North/South, Moscone Center, San Francisco, CA
- January 3-6, 2024 (Wednesday - Saturday)
- Meeting #1192
Associate Secretary for the AMS Scientific Program:
Michelle Ann Manes, American Institute of Mathematics mmanes@secretariat.ams.org
AMS Special Session on Informal Learning, Identity, and Attitudes in Mathematics
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Thursday January 4, 2024, 1:30 p.m.-5:00 p.m.
AMS Special Session on Informal Learning, Identity, and Attitudes in Mathematics, I
This special session offers a multidisciplinary platform for the exploration of the complex interplay between informal mathematical learning contexts, mathematical identity development, and attitudes towards mathematics fostered within these environments. This session brings together researchers, educators, and practitioners to exchange ideas, share empirical findings, and discuss theoretical frameworks that advance our understanding of these critical aspects of mathematical learning.
Room 008, The Moscone Center
Organizers:
Sergey Grigorian, University of Texas Rio Grande Valley sergey.grigorian@gmail.com
Mayra Ortiz, University of Texas Rio Grande Valley
Xiaohui Wang, University of Texas Rio Grande Valley
Aaron T Wilson, University of Texas Rio Grande Valley
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1:30 p.m.
The influence of an experiential learning social justice class on undergraduate students' beliefs about mathematics
Linda C. Burks*, Santa Clara University
Kathy Liu Sun, Santa Clara University
(1192-10-31492) -
2:00 p.m.
CANCELLED Investigating STEM Retention Program Participants' Sense of Belonging in Mathematics
Skylyn Irby*, The University of Alabama
(1192-97-32458) -
2:30 p.m.
Mathematics Teacher Identity Formation During the First Years of Teaching: The Use of Autoethnography and Reflective Practices in Identity Formation
Molly Sutter*, Washington State University
(1192-10-30352) -
3:00 p.m.
Impact of Chavrusa-Style Learning in Mathematics Courses on International and Non-International Students
Mine Cekin, Columbia University
Baldwin Mei*, Columbia University
(1192-97-32895) -
3:30 p.m.
An In-Depth Analysis of Informal Learning Effects on Mathematics Teacher Knowledge and Practices.
Jerome Zegaigbe Amedu*, University of New Hampshire
Ruby Ellis, North Carolina State University
(1192-10-28948) -
4:00 p.m.
Surprising benefits to playing the card game SET in a foundations of mathematics classroom
Maritza M. Branker*, Niagara University
(1192-97-28060) -
4:30 p.m.
Discussion
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1:30 p.m.
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Friday January 5, 2024, 1:30 p.m.-5:00 p.m.
AMS Special Session on Informal Learning, Identity, and Attitudes in Mathematics, II
This special session offers a multidisciplinary platform for the exploration of the complex interplay between informal mathematical learning contexts, mathematical identity development, and attitudes towards mathematics fostered within these environments. This session brings together researchers, educators, and practitioners to exchange ideas, share empirical findings, and discuss theoretical frameworks that advance our understanding of these critical aspects of mathematical learning.
Room 008, The Moscone Center
Organizers:
Sergey Grigorian, University of Texas Rio Grande Valley sergey.grigorian@gmail.com
Mayra Ortiz, University of Texas Rio Grande Valley
Xiaohui Wang, University of Texas Rio Grande Valley
Aaron T Wilson, University of Texas Rio Grande Valley
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1:30 p.m.
Curricular Interventions for the Development of Positive Mathematics Identities: Tensions and Possibilities
Missy D Cosby*, University of Tennessee
Maisie L Gholson, University of Michigan
(1192-97-32356) -
2:00 p.m.
The Outreach program at GMU's Mason Experimental Geometry Lab
Rosemberg Toala-Enriquez*, George Mason University
(1192-10-29425) -
2:30 p.m.
Promoting high school students' math identity alignment through informal learning and near-peer mentoring
Sergey Grigorian, University of Texas Rio Grande Valley
Mayra Ortiz, University of Texas Rio Grande Valley
Xiaohui Wang, University of Texas Rio Grande Valley
Aaron T Wilson*, University of Texas Rio Grande Valley
(1192-10-32336) -
3:00 p.m.
Reimagining Possibilities For Mathematics Education Through Storytelling
Anisha Clarke, Teachers College, Columbia University
Nathan Dillworth, Teachers College, Columbia University
Nicole Fletcher, Fairfield University
Terika Harris, Teachers College, Columbia University
Nasriah Morrison, Teachers College, Columbia University
Erica Walker, Ontario Institute for Studies in Education, University of Toronto
Robin T Wilson*, Cal Poly Pomona
(1192-97-30472) -
3:30 p.m.
Empowering mathematical identities of Latinx youth through culturally responsive informal pedagogical practices
Andrés Forero, University of California, Irvine
Daniel Morrison, University of California, Irvine
Alessandra Pantano*, University of California, Irvine
Sandra Simpkins, University of California, Irvine
Taylor Michelle Wycoff, University of California, Irvine
(1192-10-32355) -
4:00 p.m.
Parent-Child Pairs' Humanistic Approaches to Mathematics through Engagement in Engineering Design Tasks in their Home Environment
Pavneet Kaur Bharaj, California State University, Bakersfield
Amber Simpson*, Binghamton University
(1192-97-27270) -
4:30 p.m.
CANCELLED Advancing Professional Development Through Informal Learning: Cultivating a Community of Practice of Mathematics Educators Who Are Parents
Sarah van Ingen Lauer, University of South Florida
Eugenia Vomvoridi-Ivanovic, University of South Florida
Jennifer Ward*, Kennesaw State University
(1192-10-29574)
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1:30 p.m.
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Saturday January 6, 2024, 1:00 p.m.-5:00 p.m.
AMS Special Session on Informal Learning, Identity, and Attitudes in Mathematics, III
This special session offers a multidisciplinary platform for the exploration of the complex interplay between informal mathematical learning contexts, mathematical identity development, and attitudes towards mathematics fostered within these environments. This session brings together researchers, educators, and practitioners to exchange ideas, share empirical findings, and discuss theoretical frameworks that advance our understanding of these critical aspects of mathematical learning.
Room 008, The Moscone Center
Organizers:
Sergey Grigorian, University of Texas Rio Grande Valley sergey.grigorian@gmail.com
Mayra Ortiz, University of Texas Rio Grande Valley
Xiaohui Wang, University of Texas Rio Grande Valley
Aaron T Wilson, University of Texas Rio Grande Valley
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1:00 p.m.
Student Attitudes in Specifications Grading Calculus 1 classes
Martha Asare, University of Texas Rio Grande Valley
Luis Miguel Fernandez, The University of Texas Rio Grande Valley
Mayra Ortiz, University of Texas Rio Grande Valley
Cristina Villalobos*, University of Texas Rio Grande Valley
(1192-10-31990) -
1:30 p.m.
Enhancing and Understanding Help-Seeking Behaviors in an Online Precalculus Review Course for Incoming College Students: A Follow-up Report
Kiran R Bhutani, The Catholic University of America
Kathryn E Bojczyk*, Educational consultant
Guoyang Liu, The Catholic University of America
(1192-10-32697) -
2:00 p.m.
Implications for the Teaching and Learning of Proof: Student Perceptions of Individual and Group Creativity
Amanda Lake Heath*, Middle Tennessee State University
(1192-97-32930) -
2:30 p.m.
Real Analysis and Undergraduate Students' Understanding of Function Continuity
Ryan Joseph Rogers*, University of Kentucky
(1192-97-29646) -
3:00 p.m.
A Measurement Tool for the Impact of Self-Beliefs upon Performance on College Math Placement Exams
Alec M. Bodzin, Lehigh University
Grace I.L. Caskie, Lehigh University
Lisa A. Grossbauer*, Lehigh University
(1192-10-26875)
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1:00 p.m.