| Autor: |
Orrill, Chandra Hawley, Brown, Rachael Eriksen, Thapa, Rohini, Nti-Asante, Emmanuel |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 2022, p684-688, 5p |
| Abstrakt: |
This exploratory study offers a unique qualitative approach to exploring a teacher's knowledge of proportional reasoning and how that knowledge appears in the classroom. Using two theoretical frameworks, Knowledge in Pieces and the Knowledge Quartet, the study analyzes one middle grades teacher's proportional reasoning knowledge in two content interviews as well as in classroom data. Results suggest the teacher has both procedural and conceptual knowledge. Interestingly, the teacher tended to rely on procedural approaches with a preference for efficiency. This was evident across data types. A challenge was coordinating the teacher's understanding with classroom practice and raises questions about needed modifications to the Knowledge Quartet to include approaches to teaching that are less didactic. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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