Recent Conference Proceedings

Edgington, C., Wilson, P.H., Webb, J., & Sztajn, P. (2015). Learning trajectories as boundary objects in professional development settings. Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education. Hoburt, Tasmania, Australia: PME.

Wilson, P.H., Webb, J., Edgington, C., & Sztajn, P. (2015). Teachers’ positioning in professional development: The case of age and grade. Proceedings at the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI.

Meyers, M., Edgington, C., Wilson, P. H., & Sztajn, P. (2013). Teachers’ positioning of students in relation to ability/achievement in a professional development setting. In Martinez, M. & Castro Superfine, A. (Eds), Proceedings of the Thirty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp. 653- 660. Chicago, Il.

Starling, T., Trocki, A., Sztajn, P. (2013). Mathematics professional development: Examining facilitation and discourse. In Martinez, M & Castro Superfine, A (Eds). Proceedings of the thirty-fifth Annual Meeting of the North American Chapter of the International Group for Psychology of Mathematics Education, pp. 701-708. Chicago, Il.

Wilson, P. H., Sztajn, P, Edgington, C., Myers, M., & DeCuir-Gunby, J. (2013). Learning trajectories and student-centered teaching practices. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, pp. 405-416. Kiel, Germany:PME.

Sztajn, P, K. & Smith, M. (2013). Providing professional development at scale: Recommendations from research to practice. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education.  Kiel, Germany:PME.

Sztajn, P., Wilson, P. H., Decuir-Gunby, J., & Edgington, C. (2012). Teachers’ attributions for students’ mathematical work. In L. R. Van Zoest, J.J. Lo, & J. L. Kratky (Eds), Proceedings of the Thirty-fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp.482-487). Kalamazoo, MI.

Wilson, P. H., Sztajn, P. & Edgington, P. (2012). Designing professional learning tasks for mathematics learning trajectories. In T. Tso (Ed.) Proceedings of the thirty-sixth annual meeting of the international group for the psychology of mathematics education, Volume 4, pp. 227-234. Taipei, Taiwan: PME36.

Sztajn, P., Wilson, P. H., Edgington, C., & Confrey, J. (2011). Learning trajectories and key instructional practices. In T. S. Lamberg & L. R. Wiest (Eds), Proceedings of the 33rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp. 434- 442. Reno, Nevada: PME-NA.

Edgington, C., Sztajn, P., Wilson, P. H., & Confrey, J. (2011). Teachers’ use of a learning trajectory for formative assessment. In T. S. Lamberg & L. R. Wiest (Eds), Proceedings of the 33rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Reno, Nevada: PME-NA.

Flores, C. R. and Sztajn, P. (2011). Olhando imagens de fortificações militares: história, matemática e formação de professores. (Looking at images of military forts: history, mathematics and teacher education). In: Proceedings of XIII Conferência Interamericana de Educação Matemática. Volume 1. Recife, Brasil: UFPE.

Buratto, I. C. F. ; Flores, C. R. and Sztajn, P. (2011). Visualização matemática na formação inicial de professores. (Mathematics visualization in teacher education). In: Proceedings of XIII Conferência Interamericana de Educação Matemática. Volume 1. Recife, Brasil: UFPE.