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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]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Conference
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  Data: IDENTIFYING AND STUDYING BLACK HOLES OF MATHEMATICS EDUCATION RESEARCH ON INSTRUCTIONAL PRACTICE.
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  Data: <searchLink fieldCode="AR" term="%22Mainzer%2C+Emily+A%2E%22">Mainzer, Emily A.</searchLink><relatesTo>1</relatesTo><i> emainzer@ycp.edu</i><br /><searchLink fieldCode="AR" term="%22MacDonald%2C+Beth+L%2E%22">MacDonald, Beth L.</searchLink><relatesTo>2</relatesTo><i> blmacd1@ilstu.edu</i><br /><searchLink fieldCode="AR" term="%22Matney%2C+Gabriel%22">Matney, Gabriel</searchLink><relatesTo>3</relatesTo><i> gmatney@bgsu.edu</i><br /><searchLink fieldCode="AR" term="%22Cavanna%2C+Jillian+M%2E%22">Cavanna, Jillian M.</searchLink><relatesTo>4</relatesTo><i> cavanna@hartford.edu</i><br /><searchLink fieldCode="AR" term="%22Matranga%2C+Anthony%22">Matranga, Anthony</searchLink><relatesTo>5</relatesTo><i> amatranga@csusm.edu</i><br /><searchLink fieldCode="AR" term="%22Byungeun+Pak%22">Byungeun Pak</searchLink><relatesTo>6</relatesTo><i> B.Pak@utahtech.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Conference+Papers+--+Psychology+of+Mathematics+%26+Education+of+North+America%22">Conference Papers -- Psychology of Mathematics & Education of North America</searchLink>. 2025, p1843-1847. 5p.
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+gaps%22">Evidence gaps</searchLink><br /><searchLink fieldCode="DE" term="%22University+research%22">University research</searchLink>
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  Data: 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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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 2025
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