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Dive into the research topics where Ryan C. Smith is active.

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Featured researches published by Ryan C. Smith.


Mathematical Thinking and Learning | 2014

Identifying Kinds of Reasoning in Collective Argumentation

AnnaMarie Conner; Laura M. Singletary; Ryan C. Smith; Patty Anne Wagner; Richard T. Francisco

We combine Peirce’s rule, case, and result with Toulmin’s data, claim, and warrant to differentiate between deductive, inductive, abductive, and analogical reasoning within collective argumentation. In this theoretical article, we illustrate these kinds of reasoning in episodes of collective argumentation using examples from one teacher’s practice. Examining different kinds of reasoning in collective argumentation can inform how students engage in generating and examining hypotheses using inductive and abductive reasoning and move toward the deductive reasoning required for proof. Mathematics educators can build on their understanding of these kinds of reasoning to support students in reasoning in productive ways.


International Journal of Mathematical Education in Science and Technology | 2017

Prospective and Current Secondary Mathematics Teachers' Criteria for Evaluating Mathematical Cognitive Technologies.

Ryan C. Smith; Dongjo Shin; Somin Kim

ABSTRACT As technology becomes more ubiquitous in the mathematics classroom, teachers are being asked to incorporate it into their lessons more than ever before. The amount of resources available online is staggering and teachers need to be able to analyse and identify resources that would be most appropriate and effective with their students. This study examines the criteria prospective and current secondary mathematics teachers use and value most when evaluating mathematical cognitive technologies (MCTs). Results indicate all groups of participants developed criteria focused on how well an MCT represents the mathematics, student interaction and engagement with the MCT, and whether the MCT was user-friendly. However, none of their criteria focused on how well an MCT would reflect students’ solution strategies or illuminate their thinking. In addition, there were some differences between the criteria created by participants with and without teaching experience, specifically the types of supports available in an MCT. Implications for mathematics teacher educators are discussed.


Journal for Research in Mathematics Education | 2010

The Nature of Arguments Provided by College Geometry Students with Access to Technology while Solving Problems

Karen Hollebrands; Anna Marie Conner; Ryan C. Smith


Educational Studies in Mathematics | 2014

Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities

AnnaMarie Conner; Laura M. Singletary; Ryan C. Smith; Patty Anne Wagner; Richard T. Francisco


2009 Annual Conference & Exposition | 2009

The Ways In Which K 8 Students’ Participation In A Gk 12 Program Affects Achievement In And Beliefs About Mathematics

Ryan C. Smith; Karen Hollebrands; Elizabeth Parry; Althea Smith; Laura Bottomley; Lynn Albers


Mathematics Teacher Educator | 2014

Using Toulmin's Model to Develop Prospective Secondary Mathematics Teachers' Conceptions of Collective Argumentation

Patty Anne Wagner; Ryan C. Smith; AnnaMarie Conner; Laura M. Singletary; Richard T. Francisco


2010 Annual Conference & Exposition | 2010

Attitudes Towards And Support Provided For Mathematics Learning Reported By Parents Of Students Involved In A Gk 12 Program

Karen Hollebrands; Ryan C. Smith; Lynn Albers; Elizabeth Parry; Laura Bottomley


Canadian Journal of Science, Mathematics and Technology Education | 2016

Relationships Between Prospective Middle Grades Mathematics Teachers' Beliefs and TPACK

Ryan C. Smith; Somin Kim; Leighton McIntyre


2010 Annual Conference & Exposition | 2010

The Impact Of Active Learning Through Cooperation On Science Fair Projects On Elementary School Students

Lynn Albers; Stevie Clark; Elizabeth Parry; Ryan C. Smith


The Journal of Computers in Mathematics and Science Teaching | 2017

A Framework for Examining Teachers' Noticing of Mathematical Cognitive Technologies.

Ryan C. Smith; Dongjo Shin; Somin Kim

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Somin Kim

University of Georgia

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Elizabeth Parry

North Carolina State University

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Karen Hollebrands

North Carolina State University

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Laura Bottomley

North Carolina State University

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