Abstract
In this qualitative study, we investigated teachers’ use of proportional knowledge resources while being asked to appropriately identify if a given situation was proportional or not using clinical interview data from a large grant funded project. We found that knowledge resources related to the mathematical structure of the situation were most useful in correctly identifying the situation. Interestingly, teachers were often able to identify a mathematical expression for the situations; however, these rules did not support the correct identification of the situation as proportional or not. We discuss suggested knowledge resources for the creation of a coordination class for identifying situations that are proportional from those that are not as well as implications for teacher education and professional development around proportional reasoning.
| Original language | English (US) |
|---|---|
| Journal | International Journal of Science and Mathematics Education |
| DOIs | |
| State | Accepted/In press - Jan 1 2019 |
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All Science Journal Classification (ASJC) codes
- Education
- Mathematics(all)
Cite this
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Mathematics Teachers’ Use of Knowledge Resources When Identifying Proportional Reasoning Situations. / Brown, Rachael Eriksen; Weiland, Travis; Orrill, Chandra Hawley.
In: International Journal of Science and Mathematics Education, 01.01.2019.Research output: Contribution to journal › Article
TY - JOUR
T1 - Mathematics Teachers’ Use of Knowledge Resources When Identifying Proportional Reasoning Situations
AU - Brown, Rachael Eriksen
AU - Weiland, Travis
AU - Orrill, Chandra Hawley
PY - 2019/1/1
Y1 - 2019/1/1
N2 - In this qualitative study, we investigated teachers’ use of proportional knowledge resources while being asked to appropriately identify if a given situation was proportional or not using clinical interview data from a large grant funded project. We found that knowledge resources related to the mathematical structure of the situation were most useful in correctly identifying the situation. Interestingly, teachers were often able to identify a mathematical expression for the situations; however, these rules did not support the correct identification of the situation as proportional or not. We discuss suggested knowledge resources for the creation of a coordination class for identifying situations that are proportional from those that are not as well as implications for teacher education and professional development around proportional reasoning.
AB - In this qualitative study, we investigated teachers’ use of proportional knowledge resources while being asked to appropriately identify if a given situation was proportional or not using clinical interview data from a large grant funded project. We found that knowledge resources related to the mathematical structure of the situation were most useful in correctly identifying the situation. Interestingly, teachers were often able to identify a mathematical expression for the situations; however, these rules did not support the correct identification of the situation as proportional or not. We discuss suggested knowledge resources for the creation of a coordination class for identifying situations that are proportional from those that are not as well as implications for teacher education and professional development around proportional reasoning.
UR - http://www.scopus.com/inward/record.url?scp=85070887150&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85070887150&partnerID=8YFLogxK
U2 - 10.1007/s10763-019-10006-3
DO - 10.1007/s10763-019-10006-3
M3 - Article
AN - SCOPUS:85070887150
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
SN - 1571-0068
ER -