In this study, we explored teachers' attention to and flexibility with referent units as well as how teachers' understanding of referent units is related to their performance on other fraction concepts and their professional background. By using data collected from 246 U.S. mathematics teachers in Grades 3-7 where fractions are taught, we found…

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…

This paper describes the ideas that mathematics teachers (grades 5-9) have regarding mathematical models of real-world phenomena, and explores how teachers' ideas differ depending on their educational background. Participants were 56 United States in-service mathematics teachers. We analyzed teachers' written responses to three open-ended…