Kay and LeSage (2009) (2009) conducted a literature review of research on use of student response systems in university courses (typically Science, Technology, Engineering, and Mathematics courses) and categorized benefits into classroom environment, learning, and assessment. The objectives of the proposed session are to discuss how using Google Forms will benefit those three above categories. Examples of Google Forms used to gather data, receive in-the-moment feedback to students and instructors, engage students' learning, and assess their learning will be shared throughout the paper. Limitations of Google Forms will also be discussed. This session can be beneficial to all K-College educators.

This paper seeks to describe the importance of using the context of a candy shop and how focusing on discourse can deepen place value understanding in the base ten number system. Using the language of pieces (ones), rolls (tens), and boxes (hundreds) helps situate place value in a familiar context for K-2 students. Best practice in mathematics instruction is also addressed, including examining the progression of learning for place value concepts, using effective tools to support place value learning, and using explanation and justification to help students deepen their understanding of place value. The authors focus not only on content and pedagogy, but also show how the content connects to the Mathematical Practices and ELA Speaking and Listening standards. The purpose of this paper is to give current teachers something to think about as they plan lessons on place value in their K-2 classrooms. The authors also want to give teachers a reason why discourse can help both them and their students as they progress through content. Deepening Place Value Understanding in K-2 Through Explanation and JustificationAndria Disney, Georgia Southern University, adisney@georgiasouthern.edu Heidi Eisenreich, Georgia Southern University, heisenreich@georgiasouthern.edu AbstractThis paper seeks to describe the importance of using the context of a candy shop and how focusing on discourse can deepen place value understanding in the base ten number system. Using the language of pieces (ones), rolls (tens), and boxes (hundreds) helps situate place value in a familiar context for K-2 students. Best practice in mathematics instruction is also addressed, including examining the progression of learning for place value concepts, using effective tools to support place value learning, and using explanation and justification to help students deepen their understanding of place value. The authors focus not only on content and pedagogy, but also show how the content connects to the Mathematical Practices and ELA Speaking and Listening standards. The purpose of this paper is to give current teachers something to think about as they plan lessons on place value in their K-2 classrooms. The authors also want to give teachers a reason why discourse can help both them and their students as they progress through content.

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This pilot qualitative study explored K-8 pre-service teachers (PSTs)' learning experience in a Statistics and Probability course and their ability to make connections between mathematics and their everyday lives when given opportunities to investigate mathematics through a social issue. Data from student surveys, assessments, and written reflections will be reported, analyzed, and discussed. The researchers also describe approaches and reflect upon experiences for PSTs while studying school choice voucher programs.

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