Teachers' Identification of Children's Upper and Lower Bounds Reasoning
This research investigates the question of what growth, if any, is shown by teachers in identifying the components of children's reasoning using an upper and lower bounds argument for a fraction task. Specifically, it reports on assessment outcomes from design-based research in teacher educatio...
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| Veröffentlicht in: | North American Chapter of the International Group for the Psychology of Mathematics Education 2012 |
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| container_title | North American Chapter of the International Group for the Psychology of Mathematics Education |
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| creator | Maher, Carolyn A Palius, Marjory F Maher, James A Sigley, Robert |
| description | This research investigates the question of what growth, if any, is shown by teachers in identifying the components of children's reasoning using an upper and lower bounds argument for a fraction task. Specifically, it reports on assessment outcomes from design-based research in teacher education that measures teachers' identification of children's reasoning from studying videos. We describe the nature of the instructional intervention as well as the video-based assessment used as a pre and post measures for identifying children's mathematical reasoning, and report on the nature of teacher growth in recognizing components of children's arguments. [For the complete proceedings, see ED584829.] |
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| ispartof | North American Chapter of the International Group for the Psychology of Mathematics Education, 2012 |
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| language | eng |
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| source | ERIC - Full Text Only (Discovery) |
| subjects | Abstract Reasoning Children Electronic Learning Fractions Graduate Students Identification Intervention Mathematical Logic Number Concepts Online Courses Persuasive Discourse Pretests Posttests Teacher Education Video Technology |
| title | Teachers' Identification of Children's Upper and Lower Bounds Reasoning |
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