Coherency of a Teacher's Proportional Reasoning Knowledge in and out of the Classroom

Coherency of a Teacher's Proportional Reasoning Knowledge in and out of the Classroom

In this exploratory study we considered how one teacher's understanding of proportional reasoning related to his teaching. We used Epistemic Network Analysis to consider the teachers' knowledge organization and connections between knowledge resources as a way to make sense of his understan...

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Veröffentlicht in:North American Chapter of the International Group for the Psychology of Mathematics Education 2016
Hauptverfasser: Brown, Rachael Eriksen, Nagar, Gili Gal, Orrill, Chandra Hawley, Weiland, Travis, Burke, James
Format: Report
Sprache:eng
Schlagworte:
Classroom Techniques
Cognitive Style
Epistemology
Expertise
Grade 7
Interviews
Knowledge Base for Teaching
Mathematical Aptitude
Network Analysis
Teaching Styles
Thinking Skills
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Zusammenfassung:In this exploratory study we considered how one teacher's understanding of proportional reasoning related to his teaching. We used Epistemic Network Analysis to consider the teachers' knowledge organization and connections between knowledge resources as a way to make sense of his understanding. Then, we examined how his understanding was reflected in his teaching. From our analysis, we found key aspects of the teacher's proportional reasoning from two interviews related to his lesson. We concluded that this teacher's knowledge organization influenced his ability to teach lessons in coherent ways. This has implications for professional development. [For the complete proceedings, see ED583608.]