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What Mathematics Do Students Know and How is that Knowledge Changing?


reviewed by Karl W. Kosko & Jesse L. M. Wilkins — March 10, 2016

coverTitle: What Mathematics Do Students Know and How is that Knowledge Changing?
Author(s): Peter Kloosterman, Doris Mohr, Crystal Walcott (Eds.)
Publisher: Information Age Publishing, Charlotte
ISBN: 1681232006, Pages: 364, Year: 2015
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Cite This Article as: Teachers College Record, Date Published: March 10, 2016
http://www.tcrecord.org ID Number: 19574, Date Accessed: 5/25/2017 2:17:43 PM

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About the Author
  • Karl Kosko
    Kent State University
    E-mail Author
    KARL WESLEY KOSKO is an assistant professor of mathematics education at Kent State University. Prior to joining the faculty at Kent State, Dr. Kosko completed his doctorate at Virginia Tech in 2010, before completing a post-doctoral fellowship at the University of Michigan. His research interest focuses on semiotics in mathematics, including studies of student engagement in and teacher facilitation of whole class mathematical discussions and mathematical argumentative writing. Incorporating various methodological approaches, Dr. Kosko’s research includes the effect of language in state content standards on NAEP mathematics scores (Kosko & Gao, in press), how motivation and engagement in mathematical discussion change and interact over time (Kosko & Wilkins, 2015), and how task can influence children’s mathematical argument (Kosko, 2016).
  • Jesse Wilkins
    Virginia Polytechnic Institute and State University
    E-mail Author
    JESSE L. M. (JAY) WILKINS, Professor of mathematics education in the School of Education at Virginia Tech, teaches graduate-level mathematics and mathematics education courses for pre- and in-service teachers and advises masters and doctoral students in mathematics education. He is the Mathematics Education Program Leader and the K-8 Mathematics Specialist Program Leader. Wilkins's research interests include: understanding and measuring quantitative literacy, children's development of fraction concepts, mathematical beliefs and attitudes, and the teaching and learning of probability and statistics. Recent publications have appeared in the Journal for Research in Mathematics Education, Cognition and Instruction, Journal of Experimental Education, Educational and Psychological Measurement, and International Journal of STEM Education.
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