In their daily work teachers are responsible for several complex tasks; might AI be harnessed to support teachers in the challenging work of planning lessons? In this paper we investigate the use of an AI tool, namely ChatGPT, to generate a lesson plan that may be of use to teachers in their planning. A carefully worded prompt, informed by…

As digital technologies become a commonplace in mathematics classrooms, they transform the ways students and teachers interact with mathematics. Students learn to use a technological tool for solving mathematical tasks through a process known as instrumental genesis. Teachers' support for this process is known as instrumental orchestration. In…

A new course development is intended for students to investigate the intersection of mathematics with seemingly disparate areas of art, music, architecture, and nature. The course is designed to allow students to explore the hidden connections between the aesthetic pleasures of art, music and nature and that of mathematical foundations and how the…

Building Thinking Classrooms (Liljedahl, 2021) provides teachers with a new method of designing and sequencing tasks called "thin slicing," which emerged from variation theory. The results of the present study indicate that an analysis of the dimensions and ranges of variation within such a task offers insights into learning…

In this study, we examined one experienced mathematician's class practices, with particular attention to cognitive model described in genetic decomposition. Our findings indicate that students only had limited opportunities to be familiar with the first three steps in genetic decomposition, which may potentially lead students to answer limit tasks…

Literature portrays advanced mathematics lecturing as a uniform teaching style, often criticized for offering minimal opportunities for student participation. In this paper we present results from a comparative case study of two instructors' facilitation of student participation in Real Analysis lectures. Analyzing fieldnotes from several observed…

There has been great progress towards Reinforcement Learning (RL) approaches that can achieve expert performance across a wide range of domains. However, researchers have not yet applied these models to learn expert models for educationally relevant tasks, such as those taught within tutoring systems and educational games. In this paper we explore…

The central aim of the EMIC Working Group is to connect, engage, and inspire colleagues in this growing community of discourse around theoretical, technological, and methodological developments for advancing the study of embodied cognition for mathematics education. This year, our fifth at PME-NA, we also will convene on Day 3 with the WG on…

Behaviourism proposes successful learning to be dependent on the performance of conditioned behaviours that are distinctly observable and objectively measurable. Over the past 100 years, various behaviourist concepts have been superseded by sociocultural and cognitive learning theories, but the entwined areas of assessment in mathematics education…

Previous psychological, neuroscientific, and educational research indicates that a focus on individual haptic modes of learning (touch, body movement, gesture, tracing), and on the development of emerging mathematical and scientific drawing, can enhance children's learning in mathematics and science. However, most of these studies have focused on…

The Numeracy Kit for Kindergarten 5-Year-Olds (NyKK-5) is a tool to support kindergarten teachers' numeracy practices. Based on a pedagogy of enactment, the NyKK-5 was designed to simulate the types of in-class supports that have been identified as critical elements of effective mathematics professional development (PD). Two groups of teachers…

Preservice teachers (PSTs) often demonstrate difficulty learning to attend to content-specific student actions in-the-moment. However, machine learning algorithms applied to PSTs' viewing of 360 videos provides a potentially useful tool for teacher educators. In this paper, we describe the initial development of such a tool and the implications…

This study explores the relationship between pre-service teachers' (PSTs) early experiences and their current views on mathematics. The data were collected through an online survey from 107 PSTs and were analysed using descriptive statistics and Pearson's Chi-square test. Study results suggest that PSTs' early mathematics experiences relate to…

Big Ideas in school mathematics can be seen as overarching concepts that occur in various mathematical topics in a syllabus. For teachers, this knowledge can be used to help students develop a better understanding of mathematics by making visible the central ideas, and connection across topics and across levels. For students, this knowledge can…

This study seeks to demonstrate how knowledge and authority are linked for preservice mathematic teachers and how this link may pose a challenge for teaching mathematics for social justice. A CDA of multiple preservice class discussions is presented. [For the complete proceedings, see ED630210.]