{"id":13747,"date":"2022-01-07T14:09:53","date_gmt":"2022-01-07T19:09:53","guid":{"rendered":"http:\/\/149.4.100.129\/hsi-stem\/?page_id=13747"},"modified":"2022-01-07T14:47:50","modified_gmt":"2022-01-07T19:47:50","slug":"hsmrf-articles","status":"publish","type":"page","link":"https:\/\/www.qc.cuny.edu\/hsi-stem\/hsmrf-articles\/","title":{"rendered":"Articles"},"content":{"rendered":"\n[et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;4.4.5&#8243; custom_padding=&#8221;||54px|||&#8221; global_colors_info=&#8221;{}&#8221; theme_builder_area=&#8221;post_content&#8221;][et_pb_row _builder_version=&#8221;4.9.10&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; theme_builder_area=&#8221;post_content&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.9.10&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; theme_builder_area=&#8221;post_content&#8221;][dsm_text_divider header=&#8221;Articles&#8221; text_alignment=&#8221;left&#8221; color=&#8221;#E71939&#8243; divider_weight=&#8221;2px&#8221; _builder_version=&#8221;4.14.5&#8243; _module_preset=&#8221;default&#8221; header_font=&#8221;Open Sans|600|||||||&#8221; header_text_color=&#8221;#000000&#8243; hover_enabled=&#8221;0&#8243; global_colors_info=&#8221;{}&#8221; theme_builder_area=&#8221;post_content&#8221; sticky_enabled=&#8221;0&#8243;][\/dsm_text_divider][et_pb_text _builder_version=&#8221;4.14.5&#8243; _module_preset=&#8221;default&#8221; text_font=&#8221;Open Sans||||||||&#8221; text_font_size=&#8221;16px&#8221; header_4_font=&#8221;Open Sans|600|||on||||&#8221; header_4_text_color=&#8221;#000000&#8243; hover_enabled=&#8221;0&#8243; global_colors_info=&#8221;{}&#8221; theme_builder_area=&#8221;post_content&#8221; sticky_enabled=&#8221;0&#8243;]<ul>\n<li><a href=\"https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC5132382\/\" target=\"_blank\" rel=\"noopener\">STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities<\/a><br \/>Discipline-based education research (DBER) publications are opportunities for professional development around science, technology, engineering, and mathematics (STEM) education reform. Learning theory tells us these publications could be more impactful &#8230;<\/li>\n<li><a href=\"https:\/\/blogs.ams.org\/matheducation\/2019\/01\/15\/reflections-on-teaching-for-mathematical-creativity\/\" target=\"_blank\" rel=\"noopener\">Reflections on Teaching for Mathematical Creativity<\/a><br \/>By Gail Tang (University of La Verne), Emily Cilli-Turner (University of La Verne), Milos Savic (University of Oklahoma), Houssein El Turkey (University of New Haven), Mohamed Omar (Harvey Mudd Col\u2026<\/li>\n<li><a href=\"https:\/\/blogs.ams.org\/matheducation\/2018\/12\/17\/learning-to-be-less-helpful\/\" target=\"_blank\" rel=\"noopener\">Learning to Be Less Helpful<\/a><br \/>FREDERICK PECK University of Montana, Missoula Dan Meyer is as close as we can get to a rock star in the world of mathematics education. These days, Dan is known for many things: 3-act tasks\u2026<\/li>\n<\/ul>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n","protected":false},"excerpt":{"rendered":"<p><div class=\"et_pb_module dsm_text_divider dsm_text_divider_0\">\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t<div class=\"et_pb_module_inner\">\n\t\t\t\t\t<div class=\"dsm-text-divider-wrapper dsm-text-divider-align-left et_pb_bg_layout_light\">\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t<div class=\"dsm-text-divider-before dsm-divider\"><\/div>\n\t\t\t\t<h3 class=\"dsm-text-divider-header et_pb_module_header\"><span>Articles<\/span><\/h3>\n\t\t\t\t<div class=\"dsm-text-divider-after dsm-divider\"><\/div>\n\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t<\/div> STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development OpportunitiesDiscipline-based education research (DBER) publications are opportunities for professional development around science, technology, engineering, and mathematics (STEM) education reform. Learning theory tells us these publications [&hellip;]<\/p>\n","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","inline_featured_image":false,"footnotes":""},"page_category":[],"wf_page_folders":[402],"class_list":["post-13747","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.qc.cuny.edu\/hsi-stem\/wp-json\/wp\/v2\/pages\/13747","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.qc.cuny.edu\/hsi-stem\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.qc.cuny.edu\/hsi-stem\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.qc.cuny.edu\/hsi-stem\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.qc.cuny.edu\/hsi-stem\/wp-json\/wp\/v2\/comments?post=13747"}],"version-history":[{"count":0,"href":"https:\/\/www.qc.cuny.edu\/hsi-stem\/wp-json\/wp\/v2\/pages\/13747\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.qc.cuny.edu\/hsi-stem\/wp-json\/wp\/v2\/media?parent=13747"}],"wp:term":[{"taxonomy":"page_category","embeddable":true,"href":"https:\/\/www.qc.cuny.edu\/hsi-stem\/wp-json\/wp\/v2\/page_category?post=13747"},{"taxonomy":"wf_page_folders","embeddable":true,"href":"https:\/\/www.qc.cuny.edu\/hsi-stem\/wp-json\/wp\/v2\/wf_page_folders?post=13747"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}