Joseph DiNapoli
Biographic Data
| ID | 9974884 |
|---|---|
| NAME | Joseph DiNapoli |
| GIVEN NAMES | Joseph |
| FAMILY NAME | DiNapoli |
| SIGNATURE | DINAPOLI J |
| AFFILIATIONS | Montclair State University |
| ORCID | 0000-0002-7843-1447 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Preservice Teachers’ Noticing of Students’ Quantitative and Covariational Reasoning in Dynamic Mathematical Situations
Understanding rate of change requires reasoning about measurable quantities and how one quantity changes relative to another. To support this kind of reasoning, teachers should develop the ability to notice students’ quantitative and covariational reasoning. This study examines how preservice teachers (PSTs) attend to, interpret, and respond to students’ quantitative and covariational reasoning in video-based analyses of water-filling rate-of-cha…
Investigating the Relationship Between Mathematics Instructional Time and Perseverance Growth with Elementary Pre-Service Teachers
This study investigated how the time that elementary pre-service teachers (PSTs) spend studying certain mathematics topics during a content course is related to growth in their perseverance in problem-solving. Using a quasi-experimental design, PSTs from two classes taught by the same instructor engaged in 12 problem-solving sessions each to measure their willingness to initiate and sustain, and re-initiate and re-sustain upon an impasse, product…
Distinguishing between Grit, Persistence, and Perseverance for Learning Mathematics with Understanding
Learning mathematics with understanding involves productively struggling to make connections between different mathematical ideas. Such productive struggle is associated with three primary constructs: grit, persistence, and perseverance. Each of these constructs has a distinct definition, background, and implied utility in mathematics education research. However, these constructs are often colloquially conceptualized as synonyms, leading to a mis…
Instructional Perseverance in Early-Childhood Classrooms
In early childhood education (ECE) classrooms, teachers navigate practices about how to allow space for students to make sense of new STEM-based ideas. We posit that such pedagogical moves require ample in-the-moment perseverance by the instructor. In this paper, we seek to explore the nature of such instructional perseverance in ECE classrooms and how it manifests when ECE educators are supporting young children to develop their STEM reasoning, …
No prominent works on this page.
Instructional Perseverance in Early-Childhood Classrooms
In early childhood education (ECE) classrooms, teachers navigate practices about how to allow space for students to make sense of new STEM-based ideas. We posit that such pedagogical moves require ample in-the-moment perseverance by the instructor. In this paper, we seek to explore the nature of such instructional perseverance in ECE classrooms and how it manifests when ECE educators are supporting young children to develop their STEM reasoning, …
Distinguishing between Grit, Persistence, and Perseverance for Learning Mathematics with Understanding
Learning mathematics with understanding involves productively struggling to make connections between different mathematical ideas. Such productive struggle is associated with three primary constructs: grit, persistence, and perseverance. Each of these constructs has a distinct definition, background, and implied utility in mathematics education research. However, these constructs are often colloquially conceptualized as synonyms, leading to a mis…
Investigating the Relationship Between Mathematics Instructional Time and Perseverance Growth with Elementary Pre-Service Teachers
This study investigated how the time that elementary pre-service teachers (PSTs) spend studying certain mathematics topics during a content course is related to growth in their perseverance in problem-solving. Using a quasi-experimental design, PSTs from two classes taught by the same instructor engaged in 12 problem-solving sessions each to measure their willingness to initiate and sustain, and re-initiate and re-sustain upon an impasse, product…
Preservice Teachers’ Noticing of Students’ Quantitative and Covariational Reasoning in Dynamic Mathematical Situations
Understanding rate of change requires reasoning about measurable quantities and how one quantity changes relative to another. To support this kind of reasoning, teachers should develop the ability to notice students’ quantitative and covariational reasoning. This study examines how preservice teachers (PSTs) attend to, interpret, and respond to students’ quantitative and covariational reasoning in video-based analyses of water-filling rate-of-cha…
Cognitive and developmental aspects of mathematical skills (3 works) · Mathematics education (3 works) · Psychology (3 works) · Computer Science (2 works) · Education, Achievement, and Giftedness (2 works) · Grit, Self-Efficacy, and Motivation (2 works) · Mathematics Education and Teaching Techniques (2 works) · Developmental psychology (1 works) · Early childhood (1 works) · Elementary mathematics (1 works)