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Autor/inn/en | Orrill, Chandra Hawley; Burke, James P. |
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Titel | Fine-Grained Analysis of Teacher Knowledge: Proportion and Geometry [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013). |
Quelle | (2013), (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Mathematics Instruction; Mathematical Concepts; Geometry; Interviews; Middle School Teachers; Knowledge Base for Teaching; Mathematical Logic; Qualitative Research; Educational Technology; Technology Uses in Education; Assignments; Multiplication; Concept Formation Mathematics lessons; Mathematikunterricht; Geometrie; Interviewing; Interviewtechnik; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematical logics; Mathematische Logik; Qualitative Forschung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Assignment; Auftrag; Zuweisung; Multiplikation; Concept learning; Begriffsbildung |
Abstract | In this study, we considered how four teachers reasoned about proportional situations involving geometry. We used pilot interviews conducted with in-service middle grades teachers around a set of proportional tasks. Analysis relied on a knowledge in pieces lens to uncover the resources that each teacher used in solving the tasks and which resources seemed to support the reasoning. Our findings suggest that this is an area of proportional reasoning in which multiplicative comparisons are important, but insufficient, for supporting reasoning. We also found that these teachers did not invoke the constant of proportionality in ways that supported their reasoning. [For the complete proceedings, see ED584443.] (As Provided). |
Anmerkungen | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |