Teaching and Learning Faculty Publications
Submissions from 2018
Searching for the Middle Zone of Chinese and American Mathematics Teaching through Math Camps, Zhiqiang Yuan and Gabriel T. Matney
Submissions from 2017
Teaching Energy Efficiency: A Cross-Border Public Class and Lesson Study in STEM, Masami Isoda, Roberto Araya, Colleen Eddy, Gabriel T. Matney, Joseph Williams, Patricio Calfucura, Carlos Aquirre, Pablo Becerra, Raul Gormaz, Jorge Soto-Andrade, Takeshi Noine, Arturo Mena-Lorca, Raimundo Olfos, Yuriko Baldin, and Uldarico Malaspina
Submissions from 2015
Blizzard of a Value, Jonathan Bostic
Encouraging Sixth-Grade Students' Problem-Solving Performance by Teaching Through Problem Solving, Jonathan Bostic
Fostering Growth in Middle-Grades Teachers' Classroom Discourse Practices, Jonathan Bostic, Gabriel T. Matney, and Megan Mortier
Model for Enhancing Mathematics Teacher Preparation, Daniel Brahier and Jonathan Bostic
Submissions from 2014
Looking for Elementary Mathematics Teachers’ Common Core-Focused Instruction, Jonathan Bostic and Gabriel T. Matney
Role-playing the Standards for Mathematical Practice: A Professional Development Tool, Jonathan Bostic and Gabriel T. Matney
Validating the PSM6, Jonathan Bostic and Toni Sondergeld
Promoting Freedom Through Problem-Based Learning, Jonathan Bostic, Brooks Vostal, and Brady Ruffer
Deepening Teachers’ Understandings of Mathematical and Pedagogical Connectedness, Gabriel T. Matney
Early Mathematics Fluency with the CCSSM, Gabriel T. Matney
Spaces for Children's Development of Structure, Pattern, and Repeated Reasoning, Gabriel T. Matney and Jonathan Bostic
Supporting K-10 Teachers' Instructional Changes to Promote the Standards for Mathematical Practice, Gabriel T. Matney and Jonathan Bostic
Developing a Contextualization of Students’ Mathematical Problem Solving, Sean P. Yee and Jonathan Bostic
Submissions from 2013
Middle Grades Preservice Teachers' Experiences with Proof and Reasoning Focused Instruction, Jonathan Bostic
Preparing K-10 Teachers Through Common Core for Reasoning and Sense Making, Jonathan Bostic and Gabriel T. Matney
Overcoming a Common Storm: Designing Professional Development for Teachers Implementing the Common Core, Jonathan Bostic and Gabriel T. Matney
Seeing Spots and Developing Multiplicative Sense Making, Gabriel T. Matney and Brooke N. Daugherty
Effects of Minute Contextual Experience on Realistic Assessment of Proportional Reasoning, Gabriel T. Matney, Jack L. Jackson, and Jonathan Bostic
Leaping without Bridges: Implementing the Common Core with Students Not Previously Instructed Within Its Expectations, Gabriel T. Matney and Tami Matney
Translating Mathematics Efficacy, Gabriel T. Matney, Yupadee Panarach, and Jack Jackson
“I had never really made sense of that before”: Constructing Mathematical Content Knowledge and Teaching through Story Telling, Sara McCormick Davis and Gabriel T. Matney
Development of the 5T Model for the Enjoyment of Learning Together, Yupadee Panarach and Gabriel T. Matney
Submissions from 2012
Proving Operations with Numbers by Using Manipulatives, Jonathan Bostic
Let's Talk About Problem Solving, Jonathan Bostic and Tim Jacobbe
Developmental Perspective into Students' Contextualization of Problem Solving, Jonathan Bostic and Sean Yee
Generating a Peer Mentoring Culture Through Mathematics Camps, Gabriel T. Matney
Overcoming a common storm: Designing the PD teachers need for successful common core implementation, Gabriel T. Matney, Jonathan Bostic, and Daniel Brahier
Improving Attitude and Problem Solving Through Mathematics Camps, Gabriel T. Matney, Yupadee Panarach, and Tami Matney
Submissions from 2011
Exploring the Effects of Curricula on Fifth-Grade Students' Problem Solving, Jonathan Bostic
Validating Two Problem-Solving Instruments for Use with Sixth-Grade Students, Jonathan Bostic, Stephen J. Pape, and Tim Jacobbe
Submissions from 2010
Effective Difference of Research Projects on Secondary Mathematics Preservice Teachers' Sense of Efficacy, Gabriel T. Matney and Jack Jackson
Submissions from 2006
Curriculum Clearings as Being-With-Mathematics Experiences: Authentic Learning through a Heideggerian Lens, M. Jayne Fleener and Gabriel T. Matney
