This past weekend, the Grip Lab represented some of their recent work in Philadelphia, PA at the 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 43). Through the tremendous efforts by the conference organizers to host a hybrid conference, we were able to meet with Grip lab members (old and new), engage in discussions around novel methods, findings, and issues that the field of mathematics education is facing today, and to receive feedback on our own work from the community.
– Andrew Spiteri, our 2020-2021 UROP student, presented his first poster at a conference presentation. With Irma Stevens and Pat Herbst, he shared his findings from his study on different framings of an inverse function problem within our recent virtual T4D StoryCircles. The title was “Supporting the Construction of Variables in an Inverse Function Context through Targeted Questions”.
– At the same time, Irma Stevens and Pat Herbst, presented an abbreviated version of the inverse function conceptions framework along with how a teacher interacted with different inverse function conceptions productively during one of the classroom observations we did at the start of the T4D StoryCircles project. The title was “‘What Got Flipped?’: A Teacher’s Use of Contrasting Conceptions to Support Students’ Development of Inverse Functions”.
– On the last morning of the conference, Amanda Brown, Sharon Strickland, Orly Buchbinder, Pat Herbst, and Dan Chazan presented the results on the linguistic resources 524 teachers used when responding to canonical and non-canonical solution methods for solving equations in a scenario-based survey. Their research report was called “Moves Teachers Use to Respond to Students’ Non-Canonical Approaches for Solving Equations”.