Change and growth in mathematical understanding |
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Hamukwaya, S.T. & Ruttenberg-Rozen, R. (2019) “It is so hard and difficult, it makes me fail”: Voices of Namibian
high school students who experience difficulty learning mathematics. 43rd Annual Conference of the
International Group for the Psychology of Mathematics Education. Pretoria, South Africa.
Ruttenberg-Rozen, R. (2018). Growing prior knowings of zero: Strengthening mathematical understanding of
learners experiencing difficulties in mathematics. [Doctoral Dissertation, York University]
http://hdl.handle.net/10315/35539
Ruttenberg-Rozen, R. (2018). Revisiting and growing prior knowings for learners experiencing mathematics
difficulties. 42nd Annual Conference of the International Group for the Psychology of Mathematics Education.
Umea, Sweden.
Thouless, H. R., Owens, K., Ruttenberg-Rozen, R., Tzur, R. & Xin, Y.P. (2018). Maths and Special Education Working
Group. 42nd Annual Conference of the International Group for the Psychology of Mathematics Education.
Umea, Sweden
Mamolo, A., Ruttenberg-Rozen, R. & Whiteley, W. (2015). Developing a network of and for geometric reasoning.
ZDM Mathematics Education, 47(3), 483-496.
Mamolo, A., Ruttenberg-Rozen, R. & Whiteley, W. (2015). Conceptualizing the notion of a task network. In T.
Fukawa-Connelly, N. Infante, K. Keene, and M. Zandieh, (Eds.) Proceedings of the 18th Annual Conference on
Research in Undergraduate Mathematics Education, Pittsburgh, Pennsylvania.
Ruttenberg-Rozen, R., Martin, L.C., & Allan, A. (2014). Student evoking teacher folding back: Negotiating
understanding of integers in the classroom. In Oesterle, S., Nicol, C., Liljedahl, P., & Allan, D. (Eds.), Proceedings
of the Joint Meeting of PME 38 and PME-NA 36, Vancouver, Canada: PME.
Martin, L.C., Towers, J., & Ruttenberg, R. (2012). Expanding the Dynamical Theory for the Growth of Mathematical
Understanding to the collective. In L.R. Van Zoest, J.J. Lo, & J.L. Kratky (Eds.), Proceedings of the thirty-fourth
annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics
Education, Kalamazoo, MI: Western Michigan University.
high school students who experience difficulty learning mathematics. 43rd Annual Conference of the
International Group for the Psychology of Mathematics Education. Pretoria, South Africa.
Ruttenberg-Rozen, R. (2018). Growing prior knowings of zero: Strengthening mathematical understanding of
learners experiencing difficulties in mathematics. [Doctoral Dissertation, York University]
http://hdl.handle.net/10315/35539
Ruttenberg-Rozen, R. (2018). Revisiting and growing prior knowings for learners experiencing mathematics
difficulties. 42nd Annual Conference of the International Group for the Psychology of Mathematics Education.
Umea, Sweden.
Thouless, H. R., Owens, K., Ruttenberg-Rozen, R., Tzur, R. & Xin, Y.P. (2018). Maths and Special Education Working
Group. 42nd Annual Conference of the International Group for the Psychology of Mathematics Education.
Umea, Sweden
Mamolo, A., Ruttenberg-Rozen, R. & Whiteley, W. (2015). Developing a network of and for geometric reasoning.
ZDM Mathematics Education, 47(3), 483-496.
Mamolo, A., Ruttenberg-Rozen, R. & Whiteley, W. (2015). Conceptualizing the notion of a task network. In T.
Fukawa-Connelly, N. Infante, K. Keene, and M. Zandieh, (Eds.) Proceedings of the 18th Annual Conference on
Research in Undergraduate Mathematics Education, Pittsburgh, Pennsylvania.
Ruttenberg-Rozen, R., Martin, L.C., & Allan, A. (2014). Student evoking teacher folding back: Negotiating
understanding of integers in the classroom. In Oesterle, S., Nicol, C., Liljedahl, P., & Allan, D. (Eds.), Proceedings
of the Joint Meeting of PME 38 and PME-NA 36, Vancouver, Canada: PME.
Martin, L.C., Towers, J., & Ruttenberg, R. (2012). Expanding the Dynamical Theory for the Growth of Mathematical
Understanding to the collective. In L.R. Van Zoest, J.J. Lo, & J.L. Kratky (Eds.), Proceedings of the thirty-fourth
annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics
Education, Kalamazoo, MI: Western Michigan University.
INNOVATION and Innovative Practices in Pedagogical Spaces |
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Ruttenberg-Rozen, R. (In Press). A Wonder-Full task leads to a Wonder-Full intervention. Mathematics Teacher:
Teaching and Learning Pre-K-12. Online video clip content created to supplement the article:
-Clip 1: Design Decisions
-Clip 2: Learning Extensions
Kay, R. & Ruttenberg-Rozen, R. (2019). Examining the Creation of Video Podcasts to Improve the Quality of
Mathematical Explanations for Pre-Service Teachers. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia +
Innovate Learning (pp. 1337-1341). Amsterdam, Netherlands: AACE
Kay, R.H. & Ruttenberg-Rozen, R. (2019). An analysis of how elementary school pre-service teachers learn to use
technology. EduLearn 19. Palma, Spain.
Tepylo, D., Ruttenberg-Rozen, R. & Mamolo, A. (2019). Learning to code for teaching: Analyzing emotions and
attitudes. iCERi2019. Seville, Spain.
Thouless, H., & Ruttenberg-Rozen, R. (2018). Mathematics and special education. PME Newsletter, December
2018.
Xin, Y.P., Thouless, H., Tzur, R. & Ruttenberg, R. (2017). Mathematics and special education working group. 39th
Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics
Education. Indianapolis, Indiana.
Ruttenberg-Rozen, R., Mamolo, A. & Whiteley, W. (2014). A spatial-visual approach to optimization and rates of
change. In Oesterle, S., Nicol, C., Liljedahl, P., & Allan, D. (Eds.), Proceedings of the Joint Meeting of PME 38 and
PME-NA 36, Vancouver, Canada: PME.
Teaching and Learning Pre-K-12. Online video clip content created to supplement the article:
-Clip 1: Design Decisions
-Clip 2: Learning Extensions
Kay, R. & Ruttenberg-Rozen, R. (2019). Examining the Creation of Video Podcasts to Improve the Quality of
Mathematical Explanations for Pre-Service Teachers. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia +
Innovate Learning (pp. 1337-1341). Amsterdam, Netherlands: AACE
Kay, R.H. & Ruttenberg-Rozen, R. (2019). An analysis of how elementary school pre-service teachers learn to use
technology. EduLearn 19. Palma, Spain.
Tepylo, D., Ruttenberg-Rozen, R. & Mamolo, A. (2019). Learning to code for teaching: Analyzing emotions and
attitudes. iCERi2019. Seville, Spain.
Thouless, H., & Ruttenberg-Rozen, R. (2018). Mathematics and special education. PME Newsletter, December
2018.
Xin, Y.P., Thouless, H., Tzur, R. & Ruttenberg, R. (2017). Mathematics and special education working group. 39th
Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics
Education. Indianapolis, Indiana.
Ruttenberg-Rozen, R., Mamolo, A. & Whiteley, W. (2014). A spatial-visual approach to optimization and rates of
change. In Oesterle, S., Nicol, C., Liljedahl, P., & Allan, D. (Eds.), Proceedings of the Joint Meeting of PME 38 and
PME-NA 36, Vancouver, Canada: PME.
ACCESS and EQUITY in
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Ruttenberg-Rozen, R., Mamolo, A. & Wagner, D. (in press) Humanizing data: Working group C report. Canadian
Mathematics Education Study Group.
Ruttenberg-Rozen, R., Mahendirarajah, S. & Brady, B. (In Press). Educating awarenesses in an online reflective
practice course: Becoming aware of implicit biases leaps to judgement. In E. Mikulec & T. Ramalho (Eds.) Best
Practices for Teaching Critical Pedagogy Online.
Chorney, S., Noble, T., Ruttenberg-Rozen, R. & Setati Phakeng, M. (2016). Sharing space with the other to discuss
mathematics education and social justice. For the Learning of Mathematics, 36 (3), 46-51
Ruttenberg-Rozen, R. & Mamolo, A. (2016) Exploring tensions: Leanne’s story of supporting pre-service
mathematics teachers with learning disabilities. In T. Fukawa-Connelly, N.E. Infante, M. Wawro & S. Brown
(Eds). Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education,
Pittsburgh, Pennsylvania.
Mathematics Education Study Group.
Ruttenberg-Rozen, R., Mahendirarajah, S. & Brady, B. (In Press). Educating awarenesses in an online reflective
practice course: Becoming aware of implicit biases leaps to judgement. In E. Mikulec & T. Ramalho (Eds.) Best
Practices for Teaching Critical Pedagogy Online.
Chorney, S., Noble, T., Ruttenberg-Rozen, R. & Setati Phakeng, M. (2016). Sharing space with the other to discuss
mathematics education and social justice. For the Learning of Mathematics, 36 (3), 46-51
Ruttenberg-Rozen, R. & Mamolo, A. (2016) Exploring tensions: Leanne’s story of supporting pre-service
mathematics teachers with learning disabilities. In T. Fukawa-Connelly, N.E. Infante, M. Wawro & S. Brown
(Eds). Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education,
Pittsburgh, Pennsylvania.
