TEACHING AND LEARNING, STEM
MICHAEL BATTISTA, ADVISOR
ANALYTIC AND SPATIAL-VISUALIZATION STRATEGIES FOR GEOMETRIC TRANSFORMATIONS: A COMPARISON OF CASE STUDIES
Current research indicates that both students’ visualization abilities as well as the use of property-based analytic reasoning are critical in geometric problem solving. This study examines the different visualization and analytic strategies that students develop when learning about rotations in a special dynamic geometry environment.
DINGLEI HUANG & HEATHER KELLERT
MATHEMATICS CLASSROOM INTERACTIONS IN THE VIRTUAL SYNCHRONOUS ENVIRONMENT
We compared classroom interactions during two episodes in a 7th grade virtual mathematics class. Both episodes were drawn from virtual live lessons utilizing different lesson layouts. We investigated how mathematical knowledge was negotiated in both episodes.
XIANGQUAN YAO & ALI FLEMING
BUILDING SECONDARY PRESERVICE TEACHERS’ MATHEMATICAL CONTENT AND PEDAGOGICAL CAPACITIES THROUGH A CONTENT-FOCUSED METHODS COURSE
Content-focused methods course has been proposed as a viable approach to tightly intertwine mathematics content and pedagogy. We will report on a content-focused methods course on geometry that we designed and implemented at our institution and pre-service teachers’ assessment of the learning experiences provided for them in the course.
HUMAN SCIENCES, HUMAN DEVELOPMENT AND FAMILY SCIENCE
XIN FENG, ADVISOR
MOTHER’S DEPRESSIVE SYMPTOMS AND THEIR RESPONSE TO CHILDREN’S EMOTIONS: MODERATED BY CHILD NEGATIVE EMOTION EXPRESSIONS
This study investigated how mothers’ depressive symptoms reduced their sensitivity and responses to childrens’ emotions given different types of child negative emotionality. Findings of this study indicated that depressed mothers show reduced sensitivity to child negative expressions. This study enhances our understanding of maternal depression.