Dr. Jeneva Moseley and Dr. Laura Singletary, assistant professors of mathematics at Lee University, recently presented research at the annual North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) conference in Chicago, Ill.
The conference focused on furthering a deeper and better understanding of the psychological aspects of teaching and learning mathematics and how these aspects relate to teaching practice.
Dr. Moseley presented research with colleagues from the University of Tennessee-Knoxville and the University at Buffalo-SUNY.
"How Pre-Service Teachers Respond to Student-Invented Strategies on Whole Number Multiplication," Dr. Moseley’s paper, discusses the idea that although students’ invented strategies typically prove to be effective in the improvement of students’ mathematical understanding, little is known about how pre-service teachers’ respond to these strategies.
Dr. Singletary, along with colleagues from the University of Georgia, presented two research papers: “A Framework for Examining How Teachers Support Collective Argumentation” and "Using Toulmin's Model to Develop Prospective Teachers' Conceptions of Collective Argumentation," both of which also studied the behavior and attitudes of teachers just entering the field.
Dr. Moseley began teaching at Lee in August of 2013. She received her PhD in theory and practice in teacher education with a concentration in mathematics education from the University of Tennessee in Knoxville. She graduated from Lee in 2001 with a triple major in mathematics, mathematics education, and English education.
Dr. Singletary joined Lee’s faculty in fall 2012. She earned her doctorate in mathematics education from the University of Georgia and was awarded the Presidential Graduate Fellowship. She received her master’s and bachelor’s degrees from Lee University. While studying at Lee, Dr. Singletary was a Centennial Scholar and recipient of the departmental mathematics award.
For more information about PME-NA, visit www.pmena.org