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Download full textBrown, Rachael Eriksen; Orrill, Chandra Hawley – North American Chapter of the International Group for the Psychology of Mathematics Education, 2021
In this paper, we extend our previous work on challenges teachers face when engaging with proportional reasoning contexts to investigate two contexts that included four problems for middle grades teachers to solve as well as eight student solutions. Analysis included coding for correct solving of the problem as well as making sense of and…
Descriptors: Task Analysis, Thinking Skills, Middle School Teachers, Problem Solving
Engledowl, Christopher; Tarr, James E. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2018
This study examined middle and secondary mathematics teachers' knowledge structures and informal inferential reasoning (IIR). Using task-based clinical interviews (Goldin, 1997) and cross-case analysis, nine teachers responded to four LOCUS assessment tasks (Jacobbe, 2016). Responses were used to construct knowledge structure maps for measures of…
Descriptors: Mathematics Instruction, Middle School Teachers, Secondary School Teachers, Knowledge Base for Teaching
Nagar, Gili Gal; Weiland, Travis; Brown, Racheal Eriksen; Orrill, Chandra Hawley; Burke, James – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
In this study we explored to what extent middle school teachers were able to appropriately identify proportional situations when presented with various mathematical structures and if there were relationships between attributes of the teachers and their ability to identify proportional situations. Interestingly, there were no strong relationships…
Descriptors: Mathematics Instruction, Middle School Teachers, Secondary School Mathematics, Mathematical Concepts
Karakok, Gulden; White, Diana – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
Math Teachers' Circles (MTCs) are an innovative, problem-solving focused approach to professional development. This model provides teachers opportunities to develop their problem solving skills as well as help them to communicate with others on classroom implementation of problem-solving activities. As with any professional development with…
Descriptors: Problem Solving, Models, Teaching Skills, Faculty Development
Leung, Issic Kui Chiu; Ding, Lin; Leung, Allen Yuk Lun; Wong, Ngai Ying – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
This study is the part of a larger study on investigating Hong Kong (HK) prospective teachers' (PTs) subject matter knowledge (SMK) and Pedagogical Content Knowledge (PCK). In this paper, five HK PTs' and PC on teaching one topic regarding square root were investigated. The results suggest that insufficient understanding on the concept of…
Descriptors: Foreign Countries, Algebra, Teacher Competencies, Preservice Teachers
Orrill, Chandra Hawley; Burke, James P. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
In this study, we considered how four teachers reasoned about proportional situations involving geometry. We used pilot interviews conducted with in-service middle grades teachers around a set of proportional tasks. Analysis relied on a knowledge in pieces lens to uncover the resources that each teacher used in solving the tasks and which…
Descriptors: Mathematics Instruction, Mathematical Concepts, Geometry, Interviews
Choppin, Jeffrey – North American Chapter of the International Group for the Psychology of Mathematics Education, 2013
This study of six teachers focuses on the ways they organized the classroom discourse, attended to student thinking, and adapted complex tasks from a Standard-based middle school curriculum. The study explores Cohen's (2011) premise that the knowledge teachers develop is related to their attentiveness to student teaching. This study explores the…
Descriptors: Middle School Teachers, Knowledge Base for Teaching, Teaching Methods, Learning Strategies
