IDENTIFYING AND STUDYING BLACK HOLES OF MATHEMATICS EDUCATION RESEARCH ON INSTRUCTIONAL PRACTICE.

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Title:	IDENTIFYING AND STUDYING BLACK HOLES OF MATHEMATICS EDUCATION RESEARCH ON INSTRUCTIONAL PRACTICE.
Authors:	Mainzer, Emily A.¹ emainzer@ycp.edu, MacDonald, Beth L.² blmacd1@ilstu.edu, Matney, Gabriel³ gmatney@bgsu.edu, Cavanna, Jillian M.⁴ cavanna@hartford.edu, Matranga, Anthony⁵ amatranga@csusm.edu, Byungeun Pak⁶ B.Pak@utahtech.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2025, p1843-1847. 5p.
Subject Terms:	Mathematics education, Teaching methods, Educators, Curriculum, Evidence gaps, University research
Abstract:	At its initial meeting at PME-NA 2024, this working group explored the analogy of Black Holes of mathematics education research (Matney et al., 2020) as a metaphor for practices that have attained critical gravity in the PreK-12 mathematics teaching field but have not received sufficient attention from systematic research. Proposal authors presented examples of practices surrounded by Black Holes, including the original case of Number Talks as well as open instructional activities such as Which One Doesn't Belong? and Notice and Wonder. Discussion considered other potential Black Holes of research such as adaptive teaching and math talk. As a community with a common purpose, the working group committed to crafting grant proposals as its next step, with the eventual goal of conducting research on these practices in preK-12 settings. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	At its initial meeting at PME-NA 2024, this working group explored the analogy of Black Holes of mathematics education research (Matney et al., 2020) as a metaphor for practices that have attained critical gravity in the PreK-12 mathematics teaching field but have not received sufficient attention from systematic research. Proposal authors presented examples of practices surrounded by Black Holes, including the original case of Number Talks as well as open instructional activities such as Which One Doesn't Belong? and Notice and Wonder. Discussion considered other potential Black Holes of research such as adaptive teaching and math talk. As a community with a common purpose, the working group committed to crafting grant proposals as its next step, with the eventual goal of conducting research on these practices in preK-12 settings. [ABSTRACT FROM AUTHOR]