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Download full textHodkowski, Nicola M.; Gardner, Amber; Jorgensen, Cody; Hornbein, Peter; Johnson, Heather L.; Tzur, Ron – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
In this paper we examine the application of Tzur's (2007) fine-grained assessment to the design of an assessment measure of a particular multiplicative scheme so that non-interview, good enough data can be obtained (on a large scale) to infer into elementary students' reasoning. We outline three design principles that surfaced through our recent…
Descriptors: Elementary School Students, Mathematics Instruction, Multiplication, Thinking Skills
Risley, Rachael; Hodkowski, Nicola M.; Tzur, Ron – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
This case study examined how a teacher's choice of numbers used in tasks designed to foster students' construction of a scheme for reasoning in multiplicative situations may afford or constrain their progression. This scheme, multiplicative double counting (mDC) is considered a significant conceptual leap from reasoning additively with units of…
Descriptors: Case Studies, Mathematics Instruction, Mathematics Teachers, Concept Formation
Tzur, Ron; Johnson, Heather L.; McClintock, Evan; Risley, Rachael – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
In this paper we articulate an approach, termed culturally-mathematically relevant pedagogy (CMRP), for fostering urban English language learners' mathematical progression. CMRP integrates three aspects, the use of (1) adaptive teaching to build on students' funds of knowledge for mathematics, (2) tasks that make sense to students given their…
Descriptors: Culturally Relevant Education, Mathematics Instruction, Teaching Methods, Cultural Background
