PME-NA 44 (Nashville, TN, Nov. 17-20, 2022)
Citation: Otten, S., de Araujo, Z., Candela, A. G., Vahle, C., Stewart, M. E. N., Wonsavage, F. P., & Baah, F. (2022). Incremental change as an alternative to ambitious professional development. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1445–1450). Nashville, TN: Middle Tennessee State University.
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Citation: de Araujo, Z., Wambua, M.M., Wonsavage, F. P., Otten, S., & Candela, A. G. (2022). Conceptualizing High-Uptake Practices. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1507-1508). Nashville, TN: Middle Tennessee State University.
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Citation: Candela, A. G., Wonsavage, F. P., de Araujo, Z., & Otten, S., (2022). Rethinking Classroom Data Collection. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1896-1897). Nashville, TN: Middle Tennessee State University.
For full paper, click here.
Practice-Driven PD 