Exploring differences in practicing teachers’ knowledge use in a dynamic and static proportional task
| Autor: | Chandra Hawley Orrill, Jinsook Park, Rachael Eriksen Brown |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Computer science
General Mathematics Proportional reasoning Knowledge economy 05 social sciences Exploratory research 050301 education Middle grades Education ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Knowledge use 0501 psychology and cognitive sciences 0503 education Pencil (mathematics) 050104 developmental & child psychology |
| Zdroj: | Mathematics Education Research Journal. 34:419-436 |
| ISSN: | 2211-050X 1033-2170 |
| DOI: | 10.1007/s13394-020-00350-x |
| Popis: | Teachers’ knowledge of proportional reasoning is important, particularly in the middle grades in the USA. This exploratory study investigated 32 teachers’ use of knowledge resources in two mathematically similar tasks (one a paper and pencil task, the other a dynamic task) around proportional reasoning. The two tasks invoked different knowledge resources by the same teachers. Results suggest questions to the field around how we access or invoke teacher knowledge and the need to more purposefully explore the potential benefits of using a dynamic task to invoke knowledge resources. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full text from SpringerLink