Making sense of double number lines in professional development: Exploring teachers' understandings of proportional relationships

Chandra Hawley Orrill, Rachael Eriksen Brown

Research output: Contribution to journalArticle

16 Scopus citations

Abstract

This study presents a qualitative analysis of the knowledge teachers in one professional development course used to reason about proportional relationships with double number lines. We work from the knowledge-in-pieces perspective to consider the existing knowledge the participants did or did not invoke when learning to reason with this new-to-them representation. We analyzed videotaped sessions of a group of urban middle-grade teachers across five class meetings. Our findings include discussion of the two pieces of knowledge that emerged as important for reasoning about proportions with the representation and three knowledge pieces that deterred meaning making. Implications for professional development are discussed as are the implications for conceptualizing teachers' understanding through a knowledge-in-pieces lens.

Original languageEnglish (US)
Pages (from-to)381-403
Number of pages23
JournalJournal of Mathematics Teacher Education
Volume15
Issue number5
DOIs
StatePublished - Sep 1 2012

All Science Journal Classification (ASJC) codes

  • Education
  • Mathematics(all)

Fingerprint Dive into the research topics of 'Making sense of double number lines in professional development: Exploring teachers' understandings of proportional relationships'. Together they form a unique fingerprint.

  • Cite this