TY - JOUR

T1 - Mathematics teachers’ ability to identify situations appropriate for proportional reasoning

AU - Weiland, Travis

AU - Orrill, Chandra Hawley

AU - Brown, Rachael Eriksen

AU - Nagar, Gili Gal

N1 - Funding Information:
The work reported here was support by grant number DRL-1054170 from the National Science Foundation's Division of Research on Learning in Formal and Informal Settings. The views expressed here reflect those of the authors and may not necessarily be the views of the NSF. The authors wish to thank James Burke for his work on earlier versions of this paper. They also wish to thank Heather Hill for allowing them access to the national dataset from the Learning Mathematics for Teaching Proportional Reasoning form.
Publisher Copyright:
© 2019, © 2019 British Society for Research into Learning Mathematics.

PY - 2019/9/2

Y1 - 2019/9/2

N2 - In this study, we investigated teachers’ abilities correctly to identify situations that are appropriate for proportional reasoning and factors that might influence their ability using data on 148 teachers from the U.S. Learning Mathematics for Teaching assessment and other, similar items (with a smaller sample). Through a quantitative exploratory data analysis, we found middle school mathematics teachers are relatively proficient at correctly identifying situations that are proportional. However, we also found these same teachers were challenged by identifying situations as appropriate for proportional reasoning when in fact they were not, particularly in linear cases with a non-trivial constant term or inversely proportional situations. We also examined teachers’ backgrounds and perceived expertise to determine whether there were correlations between their abilities to discern proportional situations and these attributes. We found that teachers are relatively proficient at self-assessing their expertise. Our findings imply that the middle school mathematics teachers in our study seemed to over-identify situations as proportional even when the situations were not proportional.

AB - In this study, we investigated teachers’ abilities correctly to identify situations that are appropriate for proportional reasoning and factors that might influence their ability using data on 148 teachers from the U.S. Learning Mathematics for Teaching assessment and other, similar items (with a smaller sample). Through a quantitative exploratory data analysis, we found middle school mathematics teachers are relatively proficient at correctly identifying situations that are proportional. However, we also found these same teachers were challenged by identifying situations as appropriate for proportional reasoning when in fact they were not, particularly in linear cases with a non-trivial constant term or inversely proportional situations. We also examined teachers’ backgrounds and perceived expertise to determine whether there were correlations between their abilities to discern proportional situations and these attributes. We found that teachers are relatively proficient at self-assessing their expertise. Our findings imply that the middle school mathematics teachers in our study seemed to over-identify situations as proportional even when the situations were not proportional.

UR - http://www.scopus.com/inward/record.url?scp=85065191489&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85065191489&partnerID=8YFLogxK

U2 - 10.1080/14794802.2019.1579668

DO - 10.1080/14794802.2019.1579668

M3 - Article

AN - SCOPUS:85065191489

VL - 21

SP - 233

EP - 250

JO - Research in Mathematics Education

JF - Research in Mathematics Education

SN - 1479-4802

IS - 3

ER -