CAREER: Fostering "Mathematical Practices" in Urban Classrooms: Focus on Representation and Justification

Principal Investigator: 
Project Overview
Background & Purpose: 

This project studies student learning of the practices of representation and justification, including difficulties that students face, across mathematics topics, in the classroom setting.

Setting: 

City College of New York and New York Public Schools.

Research Design: 

This project has a longitudinal research design and will generate evidence that is descriptive [design research and observational]. Original data are being collected on middle school mathematics students and teachers using assessments of learning [tests on mathematics performance], observation [personal observation and videography], and survey research [paper & pencil and face-to-face questionnaires]. The effect of teacher training will be evaluated using quantitative (descriptive statistics) analysis of survey data and qualitative analysis of video and interview data.

Findings: 

The project has identified patterns in students’ representational practices and connections between these representational practices and justification.

Publications & Presentations: 

Imm, K. & Stylianou, D., & Chae, N. (2008). Student Representations at the Center: A Consideration of Equity. Mathematics Teaching in the Middle School, 13, 458-463

Stylianou, D. A. (2010). Teachers' Conceptions of Representation in the Context of Middle School Mathematics. Journal of Mathematics Teacher Education, 13 (4), 325-343.

Stylianou, D. A. (to appear). An examination of middle school students’
representation practices in mathematical problem solving through the lens of expert work: Towards an organizing scheme. Educational Studies in Mathematics.