Factors that influence teachers learning to do interviews to understand students' mathematical understandings

Mary Kathleen Heid, Glendon W. Blume, Rose Mary Zbiek, Barbara S. Edwards

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Understanding students' understanding of mathematical ideas can inform mathematics teaching, and task-based interviews are one way in which teachers can learn more about their students' understandings. The CIME project was designed to empower mathematics teachers to use interviews to understand their students' mathematical understandings as well as to prepare teachers to use technology-intensive curricula. This study examined the influences on three high school mathematics teachers as they learned to use task-based interviews to understand students' mathematical understandings. The areas of teacher knowledge and conceptions that influenced the teachers we studied were: teachers' mathematical understandings and knowledge of technology and the perceived importance of curriculum topics; teachers' views of knowing mathematics; teachers' perceptions of students' characteristics and needs; and teachers' perceptions of interviewing and the role of questioning in interviews.

Original languageEnglish (US)
Pages (from-to)223-249
Number of pages27
JournalEducational Studies in Mathematics
Volume37
Issue number3
DOIs
StatePublished - Jan 1 1998

Fingerprint

teacher
interview
Teacher Knowledge
learning
Mathematics Teaching
student
mathematics
Learning
Influence
curriculum
Curriculum
Teaching
Knowledge
school

All Science Journal Classification (ASJC) codes

  • Mathematics(all)
  • Education

Cite this

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Factors that influence teachers learning to do interviews to understand students' mathematical understandings. / Heid, Mary Kathleen; Blume, Glendon W.; Zbiek, Rose Mary; Edwards, Barbara S.

In: Educational Studies in Mathematics, Vol. 37, No. 3, 01.01.1998, p. 223-249.

Research output: Contribution to journalArticle

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