Full Conference Schedule:

9:00–9:05 am    Welcome and introductions

9:05–9:35 am   Keynote presentation by Ms. Jenise Sexton from Georgia Department of Education

9:35–9:55 am    Q&A with Ms. Jenise Sexton from GaDOE

9:55–10:00 am   Break

10:00–10:15 am Session 1: Rethinking Word Problem Instruction in Teacher Education: Implications of  Singapore Model Drawing and Schema-Based Instruction

• Presenter: Chuchu Wu, Georgia Southwestern State University

• Abstract: This action research study examined the impact of integrating Schema-Based Instruction with the Singapore 8-step model drawing method on third graders’ word-problem solving. Six third-grade students in a rural Title I school participated in a five-week intervention focusing on additive problem schemas (join, separate, compare, and part–part–whole). Data sources included pre- and post-assessments, a task-specific scoring rubric, and student interviews. Findings revealed notable gains in students’ ability to make sense of word problems, represent numerical relationships using bar models, and communicate solutions through equations and written explanations. Results suggest that combining schema instruction with visual modeling supports conceptual understanding, problem representation, and student confidence in mathematical problem solving.

10:15–10:30 am Session 2: Exploring Student Collaboration In The Development Of An Open Mathematics Textbook

• Presenters: Selen Cayli, Webster Wong, University of Georgia

• Abstract: This study examined the development process of a student-created mathematics textbook on the Wikibooks platform, which has a high degree of technical accessibility to its contributors. By adapting a framework for virtual text-based communication, we analyzed the level of cognitive presence of the student contributors. Our findings revealed that while the platform fostered comments with a lower cognitive presence from many student contributors, the highest level of cognitive presence was dominated by the primary student contributor. Along with our results, we will present some frameworks that could be relevant to those who are interested in having students create open education resources. 

10:30–10:45 am Session 3: Exploring Patterns In Pre-Service Teachers Responding To Children's Mathematical Thinking

• Presenter: Montana Smithey, Georgia Southern University

• Abstract: This session shares findings from a study of 40 preservice elementary teachers’ instructional decisions in response to written student work. Participants analyzed sets of student strategies from whole number and fraction story problems and described their intended teaching moves during semi-structured interviews. Data analysis revealed three distinct patterns of instructional response: a focus on exploring student thinking, directing student actions through telling, or a combination of both. The patterns varied by mathematical content area and in unexpected ways. Implications for teacher educators will be shared including the importance of preparing preservice teachers to make responsive, asset-based instructional decisions across domains.

10:45–11:00 am Break and Networking 

11:00–11:15 am Session 4: Using Polar Coordinate System As A Reflection Tool For Mathematics Teacher Educators

• Presenters: Geon Lee, Webster Wong, Sohei Yasuda, Kevin Moore, University of Georgia

• Abstract: We have been exploring the utility of problems that involve multiple coordinate systems to gain insight into mathematical reasoning. We find that a particularly powerful use of these problems is to engage in group discussions about each other’s thought processes rather than written solutions only. Through cycles of comparative reflections, each of us became aware of our unique and hidden cognitive activities. This informed each of us how we could better communicate ways of thinking that are usually not addressed in textbooks. We propose this use of polar coordinates for a collaborative self-study as a productive activity for teacher education.

11:15–11:30 am Session 5: Exploring The Gap: Faculty And Student Goals For Conference Attendance

• Presenters: Heidi Eisenreich, Kaylin Horton, Georgia Southern University

• Abstract: The purpose of this project is to examine alignment between faculty’s goals for attending conferences, students’ goals for attending conferences, and faculty goals for bringing students to conferences. Data was collected through interactive prompts and displayed on the poster under the corresponding prompt, which invited participants to share their experiences and thoughts about conference attendance.  Findings reinforce the value of collaborative goal-setting and communication, which could enhance the effectiveness of conference participation by students and faculty.

11:30–11:45 am Session 6: An Integrated Lesson Of Mathematics And Coding For Elementary Students

• Presenters: Webster Wong, Anna Bloodworth, Anna Conner, University of Georgia

• Abstract: Part of our ongoing project investigates how elementary teachers integrate coding and mathematics in cognitively demanding tasks. During our collaborative planning sessions and classroom observations, we have seen teachers integrate the two disciplines using various approaches. These approaches seem to integrate the two disciplines to different extents. We will present an example of a lesson to illustrate a more thorough integration of the disciplines, and the potential of integrating coding and mathematics in advancing students’ mathematical understanding and coding skills. This could inform mathematics teacher educators how to prepare prospective elementary teachers to meet the potential demand of integrated education.

11:45–Noon Closing remarks

Check out the sessions being presented by fellow GAMTE members:

Thursday, February 5th

• 11am-12pm - CoConstructing Innovation: A Community of Practice Approach to Defining Effective Efforts in Mathematics Teacher Education

  • Presented by Melinda Knapp (Oregon State University-Cascades, OR), Barbara Swartz (Westchester University PA), Montana Smithey (Georgia Southern University, GA), and Esther Billings (Grand Valley State University, MI)

  • Williamette Room

Friday, February 6th

• 8:15am-9am - Teaching and Learning with Technology PreService Teachers and Robots: Developing TPACK in a Mathematics Methods Course 

  • presented by Shelli Casler-Failing (Georgia Southern University)

  • Douglas Fir Room

• 11:15am-12pm - Judicious Use of Technology

  • presented by the AMTE Technology Committee - Basil Conway, AVP (Columbus State University), Lybrya Kebreab (California State Polytechnic University), Shelli Casler-Failing (Georgia Southern University),  Jenna Menke (Ball State University), and Shaffiq Welji (University of Georgia)

  • Portland Room

• 1:45pm-2:30pm - How Can We Integrate Mathematics and Coding in Elementary Classrooms?

  • presented by Webster Wong (University of Georgia), Anna Bloodworth (University of Georgia), Jennifer Kleiman (University of Georgia), and AnnaMarie Conner (University of Georgia)

  • Salmon Room

Saturday, February 7th

• 8:15am - 9:15am - Relevant Roots: Elementary Mathematics Lessons for Community Justice

  • Presented by Alesia Moldavan (Georgia Southern University) and Montana Smithey (Georgia Southern University)

  • Salon C