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Writing Retreat

     A writing retreat for past and current participants of CPTM was held June 11-15, 2012 at Brasstown Valley Conference Center in Hiawassee, GA.   All current and former CPTM participants from both the University of Michigan and the University of Georgia were invited to attend; 12 individuals attended.   Participants identified a piece of writing related to CPTM that they had in progress that could be moved to completion with concentrated writing time and support form colleagues.   One of the fundamental goals of all of the NSF centers was to increase the human capacity in the field of mathematics education, and this retreat contributed to this effort by actively mentoring and supporting early career and emerging mathematics education faculty members.

     During the retreat participants worked on their own or in small groups during the day, seeking input from others as needed.    Each evening participants gathered as a group to report on progress, to request input from the group, and to talk about such things as general writing strategies.    Four senior faculty members (Jeremy Kilpatrick, Denise Spangler, Hyman Bass, Raven McCrory) attended the retreat and served as readers, advisors, and sounding boards for participants as well as working on their own CPTM-related writing projects.

      Evaluations by retreat participants suggest they found it valuable to have both concentrated time to write and colleagues who were familiar with their work with whom to discuss their writing.    One participant noted, “…the exchange of ideas and establishment of new collegial relationships that grew out of the retreat and that are already bringing together participants in new and different constellations for joint work” as positive outcomes of the retreat.

Retreat participants and their writing foci included:

Anna Conner, University of Georgia & Laura Singletary, Lee University

The relationship between argumentation and reasoning
A framework for how teachers support collective argumentation in classrooms (manuscript submitted)

Ginger Rhodes, University of North Carolina-Wilmington & Allyson Hallman-Thrasher, Ohio University

Mathematics teacher developers' experiences observing a lab class at the 2004 CPTM summer institute
The ways in which institute attendees noticed and reacted to the mathematical explanations they observed in the lab class

Erik Jacobson, University of Georgia

A conceptual/theoretical piece that argues for new ways to think about how MKT develops based on an empirical analysis of the Elementary Mathematics Laboratory

Raven McCrory. Michigan State University

Reasoning-and-proving in mathematics textbooks for prospective elementary teachers
Content and features of textbooks for undergraduate mathematics classes for future elementary teachers

Jennifer Lewis, Wayne State University & Hyman Bass, University of Michigan

A study of how mathematicians and educators collaborate to create mathematics education products-- in this case, items that measure mathematical knowledge for teaching

Kanita DuCloux, Western Kentucky University

Assessment practices of first-year secondary school mathematics teachers

Shawn Broderick, University of Georgia

Using the TEDS-M database to study mathematical knowledge for teaching