RESEARCH | COMPLETE MATH

The research evolving from the center will contribute to the field’s understanding of research-based evidence on effective mathematics professional development models to innovate the teaching of STEM based mathematics content with diverse student populations to improve student learning.

Broader impacts from the center’s contribution also include:

Support from SCHEV: The two funded programs ACT NOW (2008-2009) and IMPACT (2009-2010) has impacted our Mathematics Educational Leadership program by providing tuition for a total of 150 Masters students and has provided teaching/research experiences for our doctoral students as well.
Support from the newly funded VA-DOE Math Science Partnership: COMPLETE (2010-2012) will support 10 undergraduate scholars, 200 teachers who earn 3-6 graduate credits, support for 3 graduate students (2 masters and 1 doctoral). The support form the MSP grants will generate tuition funding for the Office of Educational Services and the University.

COLLABORATION:
The Center will have an active math science partnership with six school districts: Fairfax, Loudoun, Prince William, Alexandria, Falls Church, Manassas City, Manassas Park, Frederick, Fauquier and Va Private Schools.

REPRESENTATIVE SAMPLE OF PROFESSIONAL DEVELOPMENT RESEARCH

Suh, J.M. & Seshaiyer, P. (In press). Modeling Mathematical Ideas across the Learning Progressions. Rowman & Littlefield Publishing.

Peer-Reviewed Publications

Suh, J. M. & Seshaiyer, P. (In Press). Co-designing and implementing PBL through Mathematical Modeling in STEM contexts. In Mahnaz, M. & N. Dabbagh (Eds). Handbook of Problem Based Learning. Wiley Publishing.

Suh, J. M., Birkhead, S., Baker, C., Frank, T., & Seshaiyer, P. (In Press). Leveraging Coach-Facilitated Professional Development to Create Teacher Social Networks for Enhancing Professional Practice. In M. Boston & L. West (Eds.), Annual Perspectives in Mathematics Education: Reflective and Collaborative Processes to Improve Mathematics Teaching. Reston, VA: National Council of Teachers of Mathematics.

Suh, J.M., Weiss, A., King, L. & Fulginiti, K. (In press). Implementing instructional rounds and Lesson Study to support the development of teacher candidates’ Mathematics Knowledge for Teaching. In R. Flessner & D. Lecklider (Eds.). Case Studies of Clinical Preparation in Teacher Education.

Suh, J.M. & Dockery, K. (In press). Inspiring teachers across the professional continuum through collaborative coaching and Lesson Study. In Nancy Gallavan & Putney, L.G. (Eds.), ATE Yearbook Building upon Inspiration and Aspirations with Hope, Courage, and Strength in Teacher Education.

Suh, J. M., Sprague, D.R. & Baker, C.K. (2016). Transforming mathematics teacher knowledge in the digital age through iterative design of course-based projects. In Niess, M., Driskell, S., & Hollenbrands, K. (Eds.), Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age,190-214.
Transforming-Mathematics-Teacher-Knowledge-in-the-Digital-Age

Suh, J.M. (2016). Ambitious teaching: Designing practice-based assignments for integrating virtual manipulatives into mathematics lessons. In P. Moyer-Packenham (Ed.), Mathematics Education Digital Era: International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives, 301-321.
336612_Chapter 13

Brown, B. L, Suh, J.M., Parsons, S. A., Parker, A. K., & Ramirez, E.M. (2015). Documenting teacher candidates’ professional growth through performance assessment. Journal of Research in Education, 25 (1), 35-47.
JRE Profile of PSTs

Suh, J.M., King, L.A., & Weiss, A. (2014). Co-Development of professional practice at a professional development school through Instructional Rounds and Lesson Study. In D. Polly, Heafner, T., Chapman, M. & Spooner, M., (Ed.),Professional Development Schools and Transformative Partnerships. 177-189.
Suh King Weiss Chpt. 13
Samaras, A. P., Karczmarczyk, D, Smith, L, Woodville, L, Harmon, L, Nasser, I., Parsons, S., Smith, T., Borne, K., Constantine, L., Roman Mendoza, E., Suh, J.M., & Swanson, R. (2014). The shark in the vitrine: Experiencing our practice from the inside out with transdisciplinary lenses. Journal of Transformative Education, 12(4), 368-388.
Journal of Transformative Education-2014-Samaras-368-88

Suh, J. M. & Seshaiyer, P. (2014). Developing strategic competence by teaching using the Common Core Mathematical Practices, Annual Perspectives in Mathematics Education, 77-87.
2014 APME ch8 Suh(1)

Samaras, A. P. with Karczmarczyk, D, Smith, L, Woodville, L, Harmon, L, Nasser, I., Parsons, S., Smith, T., Borne, K., Constantine, L., Roman Mendoza, E., Suh, J.M., & Swanson, R., (2014). A pedagogy changer: Transdisciplinary faculty self-study. Perspectives in Education, 32 (2), 117-135.
Samaras et al. 2014.PIE(1)

Suh, J. M. & Seshaiyer, P. (2014). Examining teachers’ understanding of the mathematical learning progression through vertical articulation during Lesson Study. Journal of Mathematics Teacher Education, 1-23.
JMTE article 2014

Suh, J. M. & Seshaiyer, P. (2014). Developing Strategic Competence by Teaching Using the Common Core Mathematical Practices, Annual Perspectives in Mathematics Education, 77-87.
APME_2014

Suh, J. M. & Seshaiyer, P. (2013). Informing Research: 21^st century. Mathematics in the Middle Grades.NCTM.Reston, VA.
132-137 Informing Practice

Suh, J.M., Seshaiyer, P., Moore, K., Green, M., Jewell, H., & Rice, I. (2013). Being an Environmentally Friendly Engineer. Teaching Children Mathematics, 20(4), 261-263.
261-263 iSTEM

Moyer-Packenham, P.S., Salkind, G., Bolyard, J.J., & Suh, J.M. (2013) Effective Choices and Practices: Knowledgeable and Experienced Teachers’ Uses of Manipulatives to Teach Mathematics, Online Journal of Educational Research, 2(2), 18-33.
Moyer-Packenham et al.(2)

Smith, T. M., Seshaiyer, P., Peixoto, N., Suh, J. M., Bagshaw, G., & Collins, L. K. (2013). Exploring Slope with STAIRS & STEPS. Mathematics Teaching in the Middle School, 18(6), 370–377.
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Suh, J. M., & Fulginiti, K. (2012). “Situating the Learning” of Teaching: Implementing Lesson Study at a Professional Development School. School-University Partnerships, 5(2), 24–37.
School University Partnership 5(2)

Suh, J. M. & Seshaiyer, P. (2012). Modeling ten-ness using technology. Teaching Children Mathematics, 18(9), 574-579.

Moyer-Packenham, P.S. & Suh, J.M. (2012). Learning Mathematics with Technology: The Influence of Virtual Manipulatives on Different Achievement Groups.Journal of Computers in Mathematics and Science Teaching, 31(1).
Moyer-Packenham-et-al.2(1)

Seshaiyer, P., Suh, J.M. & Freeman, P.W. (2011). Unlocking the locker problem through technology.Teaching Children Mathematics, 18(5), 322-325.
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Suh, J. M. & Fulginiti, K.L. (2011). Using technology to understand rate of change. Teaching Children Mathematics, 18(1), 56-58.0.08.11Modeling_Math_using_Technology-1

Suh, J.M., Graham, S., Ferranone, T., Kopeinig, G. & Bertholet, B. (2011). Developing persistent and flexible problem solvers with a growth mindset. In D. J. Brahier, (Ed.), Motivation and Disposition: Pathways to Learning Mathematics, NCTM 2011 Yearbook, 169-184.

link to publication This chapter describes design research conducted by a group of mathematics teachers and a university researcher who collaborated through Lesson Study, a form of professional development that focuses on research lessons. At the beginning of our Lesson Study, we developed our research aim and overarching goal: to develop persistent and flexible problem solvers. Through collaborative planning and designing of problem-driven lessons throughout the academic year, the teacher– researchers developed classroom communities of inquiry and specific strategies that promoted students’ persistence and flexible thinking in problem solving. Teachers observed marked progression in students’ productive dispositions to- ward mathematics throughout the school year. Students developed a “growth mindset” (Dweck 2006) focused on effort and persistence in learning mathematics. The Lesson Study model of professional development also influenced teachers’ instructional practices in developing persistent and flexible problem solvers.

Suh, J. M., Seshaiyer, P., Freeman, P.W. & Jamieson, T.S. (2011). Developing teachers’ representational fluency and algebraic connections. In Wiest, L. R., & Lamberg, T. (Eds.). Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. 738-746.

link to publication This study examined the development of thirty-seven elementary and middle grades teachers’ algebraic connections and representational fluency during a six-month professional learning project. To evaluate the collaborative nature of designing professional development, the team of professional developers/researchers used the collective self-study method (Samaras & Freese, 2006) to examine how purposively designed experiences such as the content-focused institute in the summer with school-based follow-up Lesson Study cycles (Lewis, 2002) in the fall encouraged vertical articulation of algebraic connections. The analysis of teachers’ reflections from problem solving tasks and Lesson Study and researchers’ memos from observed research lessons revealed more flexibility in teachers’ representational fluency with problem solving strategies in the classrooms.

Suh, J.M. & Fulginiti, K.L. (2010). Developing mathematical potential in underrepresented populations through problem solving, math discourse and algebraic reasoning. Sense Publication, 67-79.

link to publication The following study explored strategies for developing mathematical potential and enhancing mathematics instruction for diverse learners from low socio-economics populations identified as “young scholars”. The intentional focus on designing and creating opportunities to foster mathematics potential and build collective knowledge influenced many of the pedagogical decisions made by the teacher and research in their jointly planned research lessons. The most salient features in developing mathematics potential in these young scholars were giving opportunities to 1) engage in rich mathematical tasks and sequence related problems, b) use multiple representations to develop representational fluency and c) develop mathematical communication where reasoning and proof and sense making became a habit of mind and the focus of classroom discussion.

Suh, J. M. & Parker, J. (2010). Developing reflective practitioners through Lesson Study with pre-service and in-service teachers. AMTE monograph. VII. Mathematics Teaching: Putting Research into Practice at All Levels. Associations of Mathematics Teacher Educators, 125-140.

link to publication This case study describes pre-service teachers collaboratively planning and reflecting with cooperating teachers and other educators at their clinical site. Using lesson study as the professional development structure, preservice teachers worked with classroom teachers, resource specialists and mathematics educators while being immersed in authentic teaching situations that revealed complex pedagogical issues and factors impacting the teaching and learning of mathematics. Qualitative analysis of teacher interviews, reflections, classroom observations, and planning documents revealed several unique outcomes including developing mathematical knowledge for teaching through a reciprocal learning process; revealing specific gaps in mathematical knowledge for teaching among preservice teachers and increasing preservice teachers’ awareness of the complexity of teaching and reflective practice. Finally, the study identifies specific critical norms for ensuring the success of lesson study among preservice and practicing teachers.

Suh, J.M. (2010a). Leveraging cognitive technology tools to expand opportunities for critical thinking on data analysis and probability in elementary classrooms.Journal of Computers in Mathematics and Science Teaching 29(3), 289-302.

link to publication The following case studies describe technology-enhanced mathematics lessons in two diverse fifth and sixth grade classrooms at a Title I elementary school near the metropolitan area. The project’s primary goal was to design tasks to both leverage technology and enhance access to critical thinking in mathematics, particularly with data analysis and probability concepts. This paper highlights the opportunities that technology-rich mathematics environments. In addition, the case studies illustrate how to design and implement mathematical tasks using technology to provide opportunities for higher mathematical thinking processes as defined by the Process Standards of the national Council of Teachers of Mathematics (NCTM, 2000): problem solving, connections, representations, communication, reasoning and proof.

Suh, J.M. (2010b). Tech-knowledgy for diverse learners [Technology Focus Issue]. Mathematics Teaching in the Middle School in Mathematics Education, 15(8), 440-447.

link to publication To leverage cognitive tech tools for mathematics teaching and learning, teachers must consider the needs of diverse learners and be equipped to support their learning difficulties by taking advantage of this technology. Most important, teachers must have “tech-knowledgy”: the knowledge necessary to use cognitive tech tools effectively to construct mathematical knowledge, evaluate the mathematical opportunities presented, and design learning tasks with these tools that amplify the mathematics.

Suh, J.M., Graham, S., Ferranone, T., Kopeinig, G. & Bertholet, B. (2011). Developing persistent and flexible problem solvers with a growth mindset. In D. J Brahier, (Ed.), Motivation and Disposition: Pathways to Learning Mathematics, NCTM 2011 Yearbook, 169-184.
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Suh, J. M. & Fulginiti, K.L. (2011). Using technology to understand rate of change. Teaching Children Mathematics, 18(1), 56-58.
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Suh, J.M. & Fulginiti, K.L. (2010). Developing mathematical potential in underrepresented populations through problem solving, math discourse and algebraic reasoning. Sense Publication, 67-79.

Suh, J. M., & Fulginiti, K. (2009). Building collective knowledge using pedagogical content tools and problem solving. Proceedings of the International Group for the Psychology of Mathematics Education. (pp. 5-177-184). ISBN# 972-960-243-652-3
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Suh, J.M. (2010b). Tech-knowledgy for diverse learners [Technology Focus Issue]. Mathematics Teaching in the Middle School in Mathematics Education, 15(8), 440-447.

Suh, J. M. (2010). Using the unique features of virtual manipulatives to design lessons. In P.S. Moyer-Packenham (Ed.), Teaching mathematics with virtual manipulatives , 20-27. Rowley, VA: Didax.
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Suh, J.M., Moyer-Packenham, P.S. & Bolyard, J. J. (2010) Virtual manipulatives in classroom research In P.S. Moyer-Packenham (Ed.), Teaching mathematics with virtual manipulatives , 26-44. Rowley, MA: Didax.
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Suh, J. M., Johnston, C. & Doud, J. (2008). Enhancing mathematics learning in a technology rich environment.Teaching Children Mathematics, 15(4), 235-241.
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Hjalmarson, M. & Suh, J. M. (2008). Developing mathematical pedagogical knowledge by evaluating instructional materials. Inquiry into Mathematics Teacher Education. AMTE Monograph V. 97-107.
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Suh, J. M. & Jamieson, S. (2008). Collaborative mentoring: Establishing a mathematics teaching & learning community through Lesson Study. NCTM’s Empowering Mentors of Mathematics, NCTM.
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Suh, J. M., Johnston, C., Mills, M., & Jamieson, S. (2008). Promoting decimal number sense and representational fluency. Mathematics Teaching in the Middle School, 14(1), 44-50.
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Suh, J. M. & Moyer, P. S. (2008). Scaffolding Special Needs Students’ Learning of Fraction Equivalence Using Virtual Manipulatives. Proceedings of the International Group for the Psychology of Mathematics Education (pp. 4-297-304). ISSN# 0771-100X
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Suh, J. M. (2007). Developing “Algebra -‘rithmetic” in the elementary grades.Teaching Children Mathematics, 14(4), 246- 250.
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Suh, J. M. (2007). Tying it all together: Building mathematics proficiency for all students. Teaching Children Mathematics, 14(3), 163-169.
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Scaptura, C., Suh, J. M., & McHaffey, G. (2007). Masterpieces to mathematics: Using art to teach fraction, decimal, and percent equivalents. Mathematics Teaching in the Middle School, 13(1), 24-28.
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