Drs. Jeneva Moseley and Laura Singletary, assistant professors of mathematics at Lee University, presented research at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the North American Chapter of the Psychology of Mathematics Education (PME-NA 36). The meeting took place in Vancouver, Canada.
The conference, titled “Mathematics Education at the Edge,” provided the opportunity to highlight and examine mathematics education research that is breaking new ground or on the cutting edge of innovative research and research methodologies. Its goal was to explore issues with groups that are often positioned at the edge or periphery of educational research, said officials.
“Considering there were only about 600 people in attendance from all over the world, the fact that Lee had two professors making research presentations is quite an honor,” said Dr. Moseley. “It was a blessing for us to have this opportunity to exchange ideas with world leaders in our field.”
Dr. Moseley chaired a session about teaching proofs in geometry and presented a poster about academic language.
“New teachers are commonly evaluated on their use of academic language, but their perceptions of academic language are typically fragmented and misaligned with how they are being evaluated,” said Dr. Moseley. “My poster brought this to light in hopes that this dilemma can be resolved through teacher education or through reforming methods for evaluating teachers.”
In Dr. Singletary’s research talk, she presented an analytical framework detailing the kinds of mathematical connections teachers make during instruction.
“Making mathematical connections are an important part of developing a meaningful understanding of mathematics,” Dr. Singletary said. “My research examined the kinds of mathematical connections that teachers make for and with their students and developed a framework to differentiate among the kinds of connections they made in practice.”
According to Dr. Singletary, she will continue using this framework to examine how teachers support their students in engaging in the process of making mathematical connections.
For more information about PME-NA, visit www.pmena.org.