Mathematics Teachers’ Use of Knowledge Resources When Identifying Proportional Reasoning Situations

Rachael Eriksen Brown, Travis Weiland, Chandra Hawley Orrill

Research output: Contribution to journalArticle

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 languageEnglish (US)
JournalInternational Journal of Science and Mathematics Education
DOIs
StateAccepted/In press - Jan 1 2019

Fingerprint

Reasoning
Directly proportional
mathematics
Resources
teacher
resources
knowledge
Teacher Education
Professional Development
grant
Knowledge
interview
education

All Science Journal Classification (ASJC) codes

  • Education
  • Mathematics(all)

Cite this

@article{a359eefb726e4819830a39d466258201,
title = "Mathematics Teachers’ Use of Knowledge Resources When Identifying Proportional Reasoning Situations",
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.",
author = "Brown, {Rachael Eriksen} and Travis Weiland and Orrill, {Chandra Hawley}",
year = "2019",
month = "1",
day = "1",
doi = "10.1007/s10763-019-10006-3",
language = "English (US)",
journal = "International Journal of Science and Mathematics Education",
issn = "1571-0068",
publisher = "Springer Netherlands",

}

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 -