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For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 1, see ED617428.]

These proceedings are a written record of the research presented at the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Nashville, Tennessee, and virtually. This year's conference theme is "Critical Dissonance and Resonant Harmony." The aim of this theme is to reflect not only the time and place that of gathering, but also the time and place in which to conduct academic work. Dissonance can be jarring to experience, whereas harmony can be pleasing. Nashville -- Music City -- which is no stranger to both dissonance and harmony. The papers accepted comprised 101 research reports, 140 brief research reports, 84 Posters, and 16 Working Groups or Research Colloquia. [Individual papers are indexed in ERIC.]

The study reported in this paper is on the professional development (PD) of primary school mathematics teachers. Teachers from two primary schools participated in the PD for two years. High-stakes mathematics examination tasks were used to kick start awareness and thinking about teaching for big ideas. Teachers did the tasks and discussed their solutions focusing on how their instruction could facilitate the acquisition of mathematical ideas as a body of connected knowledge. Data presented in this paper show that the tasks teachers worked with at the start of the PD did impact their understanding and instructional practice specific to big ideas in mathematics. Some challenges the teachers faced during the PD are also noted.

Worldwide interest in Lesson Study (LS) and the opportunities offered for student learning through the use of a Structured Problem-Solving Approach (SPSA), as typically adopted in Japanese LS research lessons in mathematics, have left largely unanswered questions about the extent to which these can be replicated elsewhere. This paper presents a case study of one primary school teacher's learning experiences, and his views about LS and SPSA, as a result of participating in a project introducing SPSA through LS in three Fijian primary schools. The results reveal that engaging in the LS process was instrumental in supporting this teacher's implementation of SPSA in his mathematics classroom. The findings are important for teacher professional learning (PL) in Pacific cultural contexts.

The phenomenon of teachers designing their own instructional materials is gaining more attention in research. Different aspects of this enterprise have been examined--its potential to reveal the complexity of teachers' instructional planning considerations, the design principles employed by teachers to realise instructional goals, among others. In the study reported in this paper, the focus was on its utility as a form of teacher professional development. In particular, evidence was sought for this claim: not only is teacher-designed instructional materials a useful tool for professional development, it can capture usable knowledge teachers appropriate from professional development.

Big Ideas in school mathematics can be seen as overarching concepts that occur in various mathematical topics in a syllabus. Although there has been much interest recently in the understanding of Big Ideas, there is little research done in the assessment of Big Ideas thinking. In this paper, we discuss our research on Big Ideas in School Mathematics. The study consists of three sub-studies: the first sub-study on developing an instrument to measure Big Ideas; two sub-studies on measuring students' and teachers' Big Ideas at test-points before and after a professional development on Big Ideas for primary and secondary school teachers and students.

These proceedings contain the papers of the 14th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2017), 18-20 October 2017, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2017 Conference received 72 submissions from more than 25 countries. Out of the papers submitted, 27 were accepted as full papers for an acceptance rate of 38%; 23 were accepted as short papers and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher, "Classroom Orchestration: From Practical Tips to Formal Models" (Pierre Dillenbourg). Full papers include: (1) Are Learning Logs Related to Procrastination? From the Viewpoint of Self-Regulated Learning (Masanori Yamada, Misato Oi and Shin'ichi Konomi); (2) Asymmetry in the Perception of Friendship in Student Groups (Luigi Lancieri); (3) Exploring Teacher Use of an Online Forum to Develop Game-Based Learning Literacy (Amanda Barany, Mamta Shah and Aroutis Foster); (4) Educational Assessment of Students in Primary School in Tunisia (Wiem Ben Khalifa, Dalila Souilem and Mahmoud Neji); (5) Impact of Early Numeracy Training on Kindergartners from Middle-Income Families (Carla Meloni, Rachele Fanari, Andrea Bertucci and Sara Berretti); (6) 360 Degree Videos within a Climbing MOOC (Michael Gänsluckner, Martin Ebner and Isidor Kamrat); (7) Cultivating Students' Reading Literacy Using Digital Textile-Based Reading in a Chinese Primary School (Patricia Norte, Joao Negreiros and Ana Correia); (8) How to Flip a Classroom and Improve Student Learning and Engagement: The Case of PSYC1030 (Pedro Isaias, Blake McKimmie, Aneesha Bakharia, John Zornig and Anna Morris); (9) Early Numerical Competence and Number Line Task Performance in Kindergartners (Rachele Fanari, Carla Meloni and Davide Massidda); (10) Exploring the Impact of the Informational Value of Feedback Choices on Performance Outcomes in an Online Assessment Game (Maria Cutumisu); (11) Refining Presentation Documents with Presentation Schema (Yuki Obara and Akihiro Kashihara); (12) The Knowledge Development Model: Responding to the Changing Landscape of Learning in Virtual Environments (Nan B. Adams); (13) Mobile Learning Analytics in Higher Education: Usability Testing and Evaluation of an APP Prototype (Matthias Kuhnel, Luisa Seiler, Andrea Honal and Dirk Ifenthaler); (14) Digital Competence Model of Distance Learning Students (Ketia Kellen A. da Silva and Patricia A. Behar); (15) How Dispositional Learning Analytics Helps Understanding the Worked-Example Principle (Dirk Tempelaar); (16) Pushing Buttons: A Sociomaterial Exploration of the Distributed Lecture (Anna MacLeod, Paula Cameron, Olga Kits and Cathy Fournier); (17) Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses (Vasiliki Papageorgiou and Petros Lameras); (18) Contrasts in Openness toward Mobile Learning in the Classroom: A Study of Elementary, Middle and High School Teachers (Rhonda Christensen and Gerald Knezek); (19) Classification of Learning Styles in Virtual Learning Environment Using J48 Decision Tree (Renato R. Maaliw, III and Melvin A. Ballera); (20) Using Short Videos as Testing Elements in Skill Matching--Test Design in the SMART Project (Marc Beutner and Frederike Anna Rüscher); (21) I Might Not Be as Tech as You Think: Collegiate Print versus Digital Preferences (Joan Ann Swanson, Susan L. Renes and Anthony T. Strange); (22) A Visualization System for Predicting Learning Activities Using State Transition Graphs (Fumiya Okubo, Atsushi Shimada, Yuta Taniguchi and Shin'ichi Konomi); (23) OCRA, A Mobile Learning Prototype for Understanding Chemistry Concepts (Tenku Putri Norishah Tenku Shariman and Othman Talib); (24) Teaching Strategies and Methods in Modern Environments for Learning of Programming (Slobodanka Djenic and Jelena Mitic); (25) A Lecture Supporting System Based on Real-Time Learning Analytics (Atsushi Shimada and Shin'ichi Konomi); (26) Characteristics of Effective Pedagogical Strategies for Self-Regulated Learning in Technology-Enhanced Environments: Towards Improving Learning Outcome (Ian S. McGowan); and (27) Pseudo-Haptic Feedback for Promoting Narrative Comprehension (Kazuaki Umetsu and Akihiro Kashihara). Short papers include: (1) Development of a Support Application and a Textbook for Practicing Facial Expression Detection for Students with Visual Impairment (Hirotaka Saito, Akinobu Ando, Shota Itagaki, Taku Kawada, Darold Davis and Nobuyuki Nagai); (2) Teaching Media Design by Using Scrum. A Qualitative Study within a Media Informatics Elective Course (Ines Herrmann, Sander Münster, Vincent Tietz and Rainer Uhlemann); (3) An Architecture to Support Wearables in Education and Wellbeing (Fernando Luis-Ferreira, Andreia Artifice, Gary McManus and João Sarraipa); (4) Differentiated Learning Environment--A Classroom for Quadratic Equation, Function, and Graphs (Emre Dinç); (5) Leveraging the Affordances of Mobile Learning for Vocabulary Gains (Michael Bowles); (6) Towards a Framework of Using Knowledge Tools for Teaching by Solving Problems in Technology-Enhanced Learning Environment (Sergei Kostousov and Dmitry Kudryavtsev); (7) Exploring Students' Learning Journals with Web-Based Interactive Report Tool (Yuta Taniguchi, Fumiya Okubo, Atsushi Shimada and Shin'ichi Konomi); (8) The Framework of Intervention Engine Based on Learning Analytics (Muhittin Sahin and Halil Yurdugül); (9) On the Use of E-TPCK for Situated Teacher Professional Development (Maria Mama Timotheou, Andri Christodoulou and Charoula Angeli); (10) Narb-Based Analysis of Tweets Related to United Airlines Controversy: Learning Beyond the Media (Ananda Mitra); (11) Learners' and Teachers' Perceptions of Learning Analytics (LA): A Case Study of South Hampton Solent University (SSU) (Osama Khan); (12) Issues of IT-Professionals Training in Traditional Educational Process (Farid Eminov and Irina Golitsyna); (13) The Isolation Emotion: An Emotional Point of View on Teaming and Group Tools in E-Learning Environments (Tarek Boutefara and Latifa Mahdaoui); (14) Development of Critical Thinking with Metacognitive Regulation and Toulmin Model (Yasushi Gotoh); (15) A Preliminary Investigation into Parents' Concerns about Programming Education in Japanese Primary Schools (Yukiko Maruyama, Hiroko Kanoh and Kinya Adachi); (16) Designing Philadelphia Land Science as a Game to Promote Identity Exploration (Amanda Barany, Mamta Shah, Jessica Cellitti, Migela Duka, Zachari Swiecki, Amanda Evenstone, Hannah Kinley, Peter Quigley, David Williamson Shaffer and Aroutis Foster); (17) Juxtapose: An Exploration of Mobile Augmented Reality Collaborations and Professional Practices in a Creative Learning Environment (Darren Menorath and Laurent Antonczak); (18) Gender, Games and Space (Suzanne de Castell, Hector Larios and Jennifer Jenson); (19) The Contribution of Collective Intelligence for the Analysis of the Phenomenon of Students Overcrowding (Dikagma Bassagou and Luigi Lancieri); (20) Integrated Collaborative E-Learning for the Global Management Education in the 21st Century (Barbara W. K. Son); (21) Relations between Cognitive Resources and Two Types of Germane Load for Learning (Kazuhisa Miwa, Hitoshi Terai and Yosuke Mizuno); (22) A Framework for People Re-Identification in Multi-Camera Surveillance Systems (Sirine Ammar, Nizar Zaghden and Mahmoud Neji); and (23) Connecting the Dots: Linking Creativity, Synthesis Skills, and the Students' Anxiety about the Future (Ioan Susnea, Emilia Pecheanu, Luminita Dumitriu and Adina Cocu). The two reflection papers are: (1) Localising Content for an XMOOC in the UAE (Jenny Eppard and Preeya Reddy); and (2) Academic Reading on a Collaborative, Online Platform (Jenny Eppard and Preeya Reddy). An author index is included. Individual papers contain references.

With the aim of strengthening mathematics teaching | learning, classroom video is increasingly used as a tool for teachers to reflect on their practice. In the first phase of a two-phase design-based study, a group of primary teachers selected, viewed and discussed video excerpts from mathematics lessons. Engaging with and working to reconcile differences that emerged in the teachers' ideas about practice catalysed productive conversations for their learning. What was noticed and picked up for discussion mediated what conceptual resources were made available for teachers' reflections. Sharing classroom video provided teachers with both a window into the otherwise private practice of others, and a mirror in which to reflect on their own practice.

Typically, more primary students qualify for mathematics intervention support than schools have the capacity to assist. This highlights the importance of every primary mathematics teacher having the expertise to design inclusive and responsive curricula and instruction for students who may experience difficulty. Our study addresses this issue through exploring how specialist intervention teachers can support the mathematics professional learning of teachers using co-teaching cycles. The findings provide insight about the challenges experienced by classroom teachers when teaching students who experience difficulty with mathematics, and the actions of the specialist intervention teachers that assisted the teachers' professional growth.

We explore how relational trust was evidenced within the leadership activity of one mathematics leader using cultural-historical activity theory as a theoretical perspective. We use data from interview and observation sources to suggest that relational trust was a motive object of that mathematics leader's activity. Findings contribute knowledge about how relational trust dimensions, originally situated within middle leadership theory, were evidenced within that mathematics leader's activity whilst leading a professional learning experience in their school.

Comfort and preparedness are dispositions that along with teacher knowledge, comprise teacher quality (cf. Clarke & Hollingsworth, 2002). Professional development programs that help teachers understand and respond to individual students' strengths and needs can support equity in the classroom by building teachers' preparedness and comfort, which enhances the likelihood of teachers' engaging in differentiated instruction to support all students. This paper draws from two randomized controlled trials (RCTs) of "Math for All," which show consistent, positive results of the professional development (PD) program on elementary school teachers' reports of comfort and preparedness to teach mathematics to diverse students. We found comfort and preparedness to be modestly but consistently related to self-reported mathematical instructional practices across both studies. The fact that the results were similar across the two RCTs even though the modes of delivery differed (PD led by developers in RCT #1; by local staff developers and teacher leaders in RCT #2) also speaks to the scalability of the "Math for All" program.

Teacher learning in asynchronous online professional development (PD) is often assessed through self-reported instruments, despite uncertainties regarding teachers' ability to accurately self-assess their learning gains in such settings. This study compared middle school mathematics teachers' self-perceived and observed learning gains in content knowledge (CK) and pedagogical content knowledge (PCK) after participating in an asynchronous online PD program. By analyzing data collected from 57 teachers, we found a weak and nonsignificant correlation between teachers' perceived learning gains and observed learning gains. Teachers who frequently monitored their understanding of the learning content tended to underestimate their improvement of CK from the PD program while those using cognitive learning strategies (i.e., organize and elaborate) often overestimated it, controlling for their baseline knowledge level. These findings highlight methodological concerns in using self-reports to evaluate online learning outcomes and the potential distortion in identifying effective learning strategies.

This paper outlines the rationale for, and some elements of, a particular approach to teaching and learning mathematics in the early years. The researchers worked with two school systems to offer both centrally delivered and school-based teacher professional learning, which included the application of illustrative teaching resources. The project gathered a range of data from teachers and leaders on their dispositions and knowledge, as well as the opportunities and constraints they experienced, and the influence these variables had on planning, teaching and student learning outcomes.

This paper focuses on the time teachers take to adapt to a student-centred inquiry approach to teaching mathematics, the nature of those changes and the reasons for variations in both these aspects among teachers within and across schools. Five numeracy experts, who worked with 200 Foundation to Year 2 teachers to facilitate the implementation of the approach, were individually interviewed at the end of the year to obtain their perspectives on teachers' adaptation. Thematic analysis of the data revealed two overarching themes--context and teacher agency. The findings reinforce recommendations that professional learning providers acknowledge and take account of individual teacher learning trajectories to maximise potential change in practices.

Prospective secondary mathematics teachers in Australia are typically taught by mathematics educators and mathematicians who work in different faculties and seldom collaborate--a situation that can lead to conflicting views about how to teach mathematics. This paper reports on findings from semi-structured interviews with three mathematics teacher educators in a hybrid mathematics/mathematics education department. Valsiner's zone theory is used to analyse how their beliefs, institutional context and professional learning opportunities shape their identities as MTEs. Findings reveal that the MTEs had developed similar beliefs within supportive institutional context but drew on different sources of professional learning.

This paper discusses the design modifications of a sequence of specified learning goals for teaching early number, which characterise an instructional resource developed in a design research collaboration with teachers in Mexican preschools. Highlighted are the types of research involvement that appear to be necessary in designing resources for teaching meaningful mathematics at scale. We argue that, and illustrate how, such involvements need to venture beyond addressing the problems of learning, into the territory of problems of teaching.

In this paper we examine how facilitators' prior experiences as mathematics teachers frame their work when facilitating a practice-based professional development (PD) for the first time. We focus on the experiences of a novice facilitator of StoryCircles, a professional learning process in which teachers collectively script and visualize a problem-based lesson, arguing about their rationales for different decisions connected to discussions of students' work. We situate the challenges the facilitator encountered by identifying the expectations that were not met while she was facilitating and offer possible connections to the PD design. We close by suggesting a perspective to account for facilitation challenges. [For the complete proceedings, see ED630210.]

Education policies and innovations that aim to improve instructional quality often fail to produce any meaningful or sustained changes to teaching when implemented at scale because of the significant learning demands they place on the individuals, groups, and organizations that comprise an educational system. In this paper, we describe an implementation resource developed to promote professional learning and cross role discussions about new state mathematics standards and report on the ways educators at different levels of the state system used them. Results demonstrate how implementation resources designed to be a boundary object for educators at multiple levels of an educational system have the potential to support learning and create systemic conditions conducive of change. [For the complete proceedings, see ED630210.]

As critical race theorists would remind us, those most impacted have the greatest insight to create change. This paper applies a critical race theory framework to explore the leadership experiences of two African American and one Latinx American mathematics teacher educator and how they address issues of race, racism, and (in)justice in teacher professional development. Data analysis from semi-structured interviews, publicly available webinars and podcasts, and other published materials from the educators (eg. articles and books) reveal how they engaged teachers to attend to issues of race and racism by challenging persistent masternarratives about mathematics and mathematics ability; centering on counternarratives on the cultural identities and mathematical understanding of students of Color, and engaging in community-based pedagogies to promote coalitional resistance. [For the complete proceedings, see ED630210.]

In this paper, we discuss the case studies of two professional development (PD) participants: Nhung Tran and Stella Miller. This data comes from an NSF-funded grant studying inquiry and equity within mathematics instruction at a two-year college. We analyze participant conceptualizations of equity using Gutiérrez' (2009) equity framework. By considering the dominant axis (Access and Achievement) and the critical axis (Identity and Power), we identify places of dissonance, or Nepantla, that emerge for each participant. We discuss how these tensions give us valuable information as we consider future iterations of PD on the MPIE project. [For the complete proceedings, see ED630210.]

In the wake of national movements calling for attention to equity, colleges, departments, and instructors are now faced with various responsibilities to implement practices and structures to support diversity, equity, and inclusion (DEI). This project aims to design a professional development program for mathematics graduate teaching assistants (MGTAs) by helping them learn evidence-based teaching practices to support diverse groups of learners in engaging mathematics activities. Part of these efforts included investigating department leaders' understanding of equity. This paper focuses on interviews with department leaders at a large, public, research university. Our analysis shows that despite the implementation of university structures focused on improving equity, department leaders had very different understandings of equitable teaching, and reported differences in how equity factors into their roles. [Co-written with the ELITE PD Research Group. For the complete proceedings, see ED630210.]

This theoretical paper describes how Community-based Mathematical Modeling can advance equity and cultivate civic empathy in elementary school settings. We provide a framework for community-based mathematical modeling instruction consisting of five goals: facilitating connections, fostering engagement, promoting rigor, cultivating civic empathy, and elevating justice. We illustrate how these goals work together to advance equity and cultivate civic empathy through classroom vignettes of community-based modeling lessons. Through this theoretical synthesis, implications for community-based mathematical modeling instruction will be discussed. [For the complete proceedings, see ED630210.]

In this methodology paper, we present a methodology for characterizing how teachers use coaches' suggestions. We identified suggestions from planning conversations and explored the extent to which the teachers implemented the suggestions in enacted lessons. The planning conversations took place within online content-focused coaching cycles. A primary challenge confronting content-focused coaches when working one-on-one with teachers is finding a productive balance between giving suggestions and inquiring into teachers' practices through reflective questioning. This paper articulates a process for identifying suggestions made by a coach during a planning conversation and an analytic process for examining how a teacher takes up the suggestion during lesson implementation. We discuss the methodological challenges we encountered and tradeoffs in our decisions related to low- and high-inference claims. [For the complete proceedings, see ED629884.]

These proceedings contain the papers of the 11th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2014), October 25-27, 2014, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2014 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The conference included the Keynote Lecture: "Designing Learning Environments in a Digital Age: The Quest for What to Consider," by Professor Jan Elen, Faculty of Psychology and Educational Sciences, K.U. Leuven, Belgium. The conference included a panel entitled: "Competencies, Challenges, and Changes: A Global Conversation About 21st Century Teachers and Leaders" by Lynne Schrum, Rose Dolan, Dirk Ifenthaler, Ronghuai Huang, Dale Niederhauser, and Neal Strudler. Papers in the proceedings include: (1) Interactive Application in Spanish Sign Language for a Public Transport Environment (José Guillermo Viera-Santana, Juan C. Hernández-Haddad, Dionisio Rodríguez-Esparragón, and Jesús Castillo-Ortiz); (2) A Game-Based Assessment of Students' Choices to Seek Feedback and to Revise (Maria Cutumisu, Doris B. Chin, and Daniel L. Schwartz); (3) Investigating Teachers' Readiness, Understanding and Workload in Implementing School Based Assessment (SBA) (Norsamsinar Samsudin, Premila A/P Rengasamy, Jessnor Elmy Mat Jizat, Hariyaty Ab Wahid, and Norasibah Abdul Jalil; (4) The Effects of Frequency of Media Utilization on Decision Making of Media Choice (Yasushi Gotoh); (5) Comparing Novices & Experts in Their Exploration of Data in Line Graphs (Bruce H. Tsuji and Gitte Lindgaard); (6) Assessment Intelligence in Small Group Learning (Wanli Xing and Yonghe Wu); (7) Collaborative Creativity Processes in a Wiki: A Study in Secondary Education (Manoli Pifarré, Laura Marti, and Alex Guijosa); (8) LSQuiz: A Collaborative Classroom Response System to Support Active Learning Through Ubiquitous Computing (Ricardo Caceffo and Rodolfo Azevedo); (9) Impacts of MediaWiki on Collaborative Writing Among Teacher Students (Said Hadjerrouit); (10) Teachers' Perceptions of the Individual Case Studies' Literacy Performance and Their Use of Computer Tools (Odette Bourjaili Radi); (11) Exploring Opportunities to Boost Adult Students' Graduation--The Reasons Behind the Delays and Drop-Outs of Graduation (Päivi Aarreniemi-Jokipelto and Asta Bäck; (12) Effective Use of a Learning Management System to Influence On-Line Learning (Xu Hongjiang, Sakthi Mahenthiran, and Kenton Smith); (13) Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect (Charoula Angeli, Nicos Valanides, Eirini Polemitou, and Elena Fraggoulidou); (14) Comparative Case Study on Designing and Applying Flipped Classroom at Universities (Cheolil Lim, Sunyoung Kim, Jihyun Lee, Hyeonsu Kim, and Hyeongjong Han); (15) Organizational Leadership Process for University Education (Ricardo Llamosa-Villalba, Dario J. Delgado, Heidi P. Camacho, Ana M. Paéz, and Raúl F. Valdivieso); (16) Academic versus Non-Academic Emerging Adult College Student Technology Use (Joan Ann Swanson and Erica Walker); (17) Creative Stories: A Storytelling Game Fostering Creativity (Antonis Koukourikos, Pythagoras Karampiperis, and George Panagopoulos); (18) An EVS Clicker Based Hybrid Assessment to Engage Students with Marking Criteria (Steve Bennett, Trevor Barker, and Mariana Lilley); (19) ICT Competence-Based Learning Object Recommendations for Teachers (Stylianos Sergis, Panagiotis Zervas, and Demetrios G. Sampson); (20) Improving Content Area Reading Comprehension with 4-6th Grade Spanish ELLs Using Web-Based Structure Strategy Instruction (Kausalai [Kay] Wijekumar, Bonnie J.F. Meyer, and Puiwa Lei); (21) Preparing Special Education Teachers to Use Educational Technology to Enhance Student Learning (Teresa Wallace and David Georgina); (22) ASK4Labs: A Web-Based Repository for Supporting Learning Design Driven Remote and Virtual Labs Recommendations (Panagiotis Zervas, Stefanos Fiskilis, and Demetrios G. Sampson); (23) Digital Storytelling: Emotions in Higher Education (Sandra Ribeiro, António Moreira, and Cristina Pinto da Silva); (24) Design in Practice: Scenarios for Improving Management Education (Lee Schlenker and Sébastien Chantelot); (25) Factors Influencing Students' Choice of Study Mode: An Australian Case Study (Dirk Ifenthaler, Maree Gosper, Matthew Bailey, and Mandy Kretzschmar); (26) Addressing Standardized Testing Through a Novel Assessment Model (Catherine C. Schifter and Martha Carey); (27) "It's Just Like Learning, Only Fun"--A Teacher's Perspective of Empirically Validating Effectiveness of a Math App (Ka Rene Grimes); (28) A User Centered Faculty Scheduled Development Framework (Shohreh Hadian and Nancy Sly); (29) Musical Peddy-Paper: A Collaborative Learning Activity Supported by Augmented Reality (José Duarte Cardoso Gomes, Mauro Jorge Guerreiro Figueiredo, Lúcia da Graça Cruz Domingues Amante, and Cristina Maria Cardoso Gomes); (30) Undergraduate Students' Experiences of Time in a MOOC: A Term of Dino 101 (Catherine Adams and Yin Yin); (31) The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis (Yasuyuki Nakamura, Shinnosuke Nishi, Yuta Muramatsu, Koichi Yasutake, Osamu Yamakawa, and Takahiro Tagawa); (32) Using Five Stage Model to Design of Collaborative Learning Environments in Second Life (Sevil Orhan and M. Kemal Karaman); (33) Students' Reflections Using Visualized Learning Outcomes and E-Portfolios (Takatsune Narumi and Yasushi Gotoh); (34) The Efficiency of Different Online Learning Media--An Empirical Study (Franziska J. Kößler and Marco M. Nitzschner); (35) Microblogging Best Practices (Shohreh Hadian and Maria-Elena Froese); (36) DIY Analytics for Postsecondary Students (Timothy Arndt and Angela Guercio); (37) Project "Flappy Crab": An Edu-Game for Music Learning (Cristina Maria Cardoso Gomes, Mauro Jorge Guerreiro Figueiredo, José Bidarra, and José Duarte Cardoso Gomes); (38) Higher Education Institutions (HEI) Students Take on MOOC: Case of Malaysia (Jessnor Elmy Mat-jizat, Norsamsinar Samsudin, and Rusliza Yahaya); (39) A Cross Cultural Perspective on Information Communication Technologies Learning Survey (Hale Ilgaz, Sacide Güzin Mazman, and Arif Altun); (40) An App for the Cathedral in Freiberg--An Interdisciplinary Project Seminar (Cindy Kröber and Sander Münster); (41) Possible Science Selves: Informal Learning and the Career Interest Development Process (Leila A. Mills); (42) A Case Study of MOOCs Design and Administration at Seoul National University (Cheolil Lim, Sunyoung Kim, Mihwa Kim, Songlee Han, and Seungil Seo); (43) Persistent Possible Science Selves (Leila A. Mills and Lin Lin); and (44) Towards a Collaborative Intelligent Tutoring System Classification Scheme (Rachel Harsley). Individual papers contain references. An author index is included.

Supporting teachers to facilitate discussions with argumentation is as complex as the practice of facilitating argumentation itself. In this paper, we describe how a community of teachers and one teacher within this community made sense of facilitating argumentation. We use the construct of problems of practice as an indicator of teachers' sensemaking and learning. We contend that problems of practice are highly situated within teachers' contexts. The teachers identified participation as a broad problem of practice for facilitating argumentation and we identify three aspects of participation salient for teachers. Moreover, we show how Amanda, one of the teachers recontextualizes these problems to her thinking and practice. [For the complete proceedings, see ED630060.]

Despite recent calls to adopt practice-embedded approaches to teacher professional learning, how teachers learn from their practice is not clear. What really matters is not the type of professional learning activities, but how teachers engage with them. In this paper, we position learning from teaching as a dialogic process involving teachers' pedagogical reasoning and actions. In particular, we present a case of an experienced teacher, Mr. Robert, who was part of a primary school's mathematics professional learning team (PLT) to describe how he learned to teach differently, and how he taught differently to learn for a series of lessons on division. The findings reiterate the complexity of teacher learning and suggest possible implications for mathematics teacher professional development.

These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, Miloš Milutinovic, Božidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Štofková, Ivan Strícek and Jana Štofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ðorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.

As part of a federally funded grant, we conducted Math for All professional development workshops at elementary schools in the Midwest to support teachers' implementation of high-quality, standards-based mathematics education for a wide range of students, including those with disabilities. Our research included week-long instructional logs administered during the 2019-20 and 2020-21 school years. These instructional logs from a small sample of K-5 teachers (n=22 at three rural districts, and n=53 at one urban district) help describe the nature of mathematics instruction and teachers' lesson planning practices prior to the COVID-19 crisis (October 2019-early March 2020) and during the pandemic (April-May 2020 and during the 2020-21 school year). Our findings demonstrate the need for more support for teachers in the areas of lesson planning and differentiating instruction to enable them to be more flexible and to be better prepared to address diverse students' needs under challenging instructional conditions.

Leading mathematics teaching and learning in schools is a complex job that requires the development of specialised knowledge and skills. Opportunities to learn in professional workshops can help to build leadership knowledge and skills. The results presented here describe 262 leaders' prompted reflections at the end of a professional development workshop. Leaders thought deeply about their role in transforming school mathematics. They considered the context of their schools, what was important, and what they valued in mathematics. Leaders thought about the tasks and pedagogies teachers select and the impact teachers' choices have on students' learning. Most of all, leaders reflected on ways that they could act to inspire changes that would lead to improved mathematical outcomes for students. In addition to the reflections of leaders, we present features of the workshop that stimulated leaders' thinking.

This study reports on an early career Year 2 teacher's reflections of enacting specifically structured resource materials and her practice change when participating in a mathematics professional learning project. A qualitative case study was designed to examine the reflections of a teacher's pre-service and in-service teaching experiences. Data collection instruments included a timeline graphing tool and a semi-structured interview to capture and communicate her reflections. Findings reveal that providing structured resource materials within a professional learning project supported changes in pedagogical practice.

This study reports on a professional learning (PL) initiative aimed at establishing a community of practice, through teacher working groups in which teachers can explore and develop their algebraic pedagogical content knowledge (PCK). Here we report on teachers' solutions to three differently represented algebraic problems and explore what the nature of their solutions tells us about their algebraic reasoning and their PCK. The findings showed that most participants favoured only one solution and provided useful insights for the value of teacher working groups in PL activities to develop teachers' algebraic reasoning, understanding, and extend their range of problem-solving strategies.

The purpose of this study was to characterize variations in how teachers enacted an approach to ambitious mathematics teaching: "rough draft math." We also examined teachers' motivations for their enactments. Thirty-two teachers from five states in the U.S.A. were recruited to participate in interviews based on recommendations from leaders of book studies focusing on this teaching practice. All participants enacted "rough draft math" by intentionally building their classroom culture to welcome students' draft thinking to achieve the goal of promoting students' productive dispositions. However, additional variations in enactments drew attention to potential tensions between multiple goals of ambitious mathematics teaching (empowering students and learning through revising). Findings suggest insights for supporting teachers' learning to teach ambitiously; findings also contribute to a knowledge base for teaching. [For the complete proceedings, see ED630210.]

This report is about how a group of U.S. teachers (N = 98) and researchers used a boundary object in a collective study of grades 6-8 mathematics instruction. The focus is the teachers' engagement with a framework for effective instructional practices. Using qualitative content analysis of teachers' responses to use of the framework, we assessed its implementability and usefulness while supporting shared understandings of effective mathematics instruction. We found the framework supported shared understanding and implementation across varied contexts and was viewed as useful for meeting teachers' instructional and professional goals. Constraints were related to ambiguity around understanding and use of instructional practices related to student struggle. These findings demonstrate how a brief researcher-designed framework can serve as a bridge between teachers and researchers, meeting the professional goals of both. [For the complete proceedings, see ED630210.]

As a field, we have a limited understanding of what teachers do, what motivates them, and how they learn (Kennedy, 2016). Here, we develop a grounded framework of inquiry-based teaching in mathematics classrooms by beginning with primary evidence of teachers teaching. We seek to articulate an evidence-based account of teachers' functional (rather than aspirational) concerns so that those who support teachers -- such as curriculum writers, professional learning specialists, coaches, and teacher educators -- can ground their support in the realities of the work of teaching. Our research question is: "What are the functional concerns that shape teachers' decision-making in-the-moments of teaching?". [For the complete proceedings, see ED630210.]

Mathematical terminology is sometimes created according to conventions that are not obvious to students who will use the term. When this is the case, investigating the choice of a name can reveal interesting and unforeseen connections among mathematical topics. In this study, we tasked prospective and practicing teachers to consider: What is geometric about geometric sequences? Participants embedded their explanations within a scripted dialogue between teacher- and student-characters in a mathematics classroom, provided commentary on this dialogue, and expanded on its mathematical content. Participants most often leverage the concept of a geometric mean to explain why geometric sequences are named as such. To capture this informal arguments, we built on the work of Toulmin (1958/2003) to conceptualize and develop the Toulmin-Reversed (Toulmin-R) model. [For the complete proceedings, see ED630210.]

We examine in-service high school teachers' journals to explore the emerging themes in a mathematics content course for their professional development. We use a sociocultural perspective and characterize journals as signifying teachers' communication and written discourses about their thinking and experiences in the course. We use applied thematic analysis to analyze the emerging themes. Our results demonstrate the complexity of teacher thinking and suggest that teachers do not necessarily separate their thinking about themselves or mathematics from their thinking about their students; similarly, they can take different roles as teachers and learners in a given context. Our results indicate exercising caution about potentially operating with an oversimplified picture of teacher thinking via compartmentalized pieces, especially if such frameworks are used to measure teacher thinking, knowledge, and development. [For the complete proceedings, see ED630210.]

This research report describes a Learning Trajectory-based Curricular Design project that engaged teachers and coaches in the design and implementation process. As the project team, we focused on deepening teacher designers' understanding of the learning trajectory (LT) while situating student learning along a continuum to advance student thinking. Analysis of the design and implementation cycle demonstrated that teacher designers used their professional judgment and knowledge of LTs to assess the quality and appropriateness of curricular resources as they made instructional decisions to meet the needs of diverse learners. School-based coaches used these teaching resources as a type of professional development for identifying student strengths and "packaged" the resources for teachers who were overwhelmed from teaching during the pandemic. We discuss the importance of applying LT research for asset-based instruction. [For the complete proceedings, see ED630210.]

Incorporating video case study of mathematics teaching into professional development (PD) can provide opportunities for teachers to develop new ways of seeing teaching and learning and inform efforts to enact new instructional practices. However, more research is needed to understand how such PD can foster sustained teacher learning about high-quality instruction and materials. In this paper, we share the evolution of our analytic method that aims to reveal how secondary mathematics teachers learn while collectively analyzing video of mathematics teaching. We found that conceptualizing this PD within a community of practice, along with applying analytic tools from frame analysis and professional noticing, helped us recognize and describe the process of teacher learning in this setting. We plan to apply our analytic method to our full dataset to better understand how teacher learning in this context is happening over time. [For the complete proceedings, see ED629884.]

One of the most intransigent problems in mathematics education is the culturally-influenced divide between classroom practice and educational research. This paper describes our explicit attempt to bridge that divide by translating research on instructional practices linked to improving students' mathematics achievement into a brief guide outlining constructs, features, strategies, routines, and tools for use in a teacher-researcher alliance. We outline the design and development process, share the guide itself, and summarize data addressing the utility of the guide for a research and professional development project in which 100 U.S. Grades 6-8 teachers are collaborating to improve middle grades modeling and problem solving achievement. [For the complete proceedings, see ED629884.]