Conventions, habits, and U.S. teachers’ meanings for graphs

Autor:	Jason Silverman, Kevin C. Moore, Dave Liss, Stacy Musgrave, Teo Paoletti
Rok vydání:	2019
Předmět:	Qualitative reasoning Applied Mathematics media_common.quotation_subject 0502 economics and business 05 social sciences Mathematics education 050301 education Function (engineering) 0503 education 050203 business & management Applied Psychology Education media_common
Zdroj:	The Journal of Mathematical Behavior. 53:179-195
ISSN:	0732-3123
Popis:	In this paper, we use relevant literature and data to motivate a more detailed look into relationships between what we perceive to be conventions common to United States (U.S.) school mathematics and individuals’ meanings for graphs and related topics. Specifically, we draw on data from pre-service (PST) and in-service (IST) teachers to characterize such relationships. We use PSTs’ responses during clinical interviews to illustrate three themes: (a) some PSTs’ responses implied practices we perceive to be conventions of U.S. school mathematics were instead inherent aspects of PSTs’ meanings; (b) some PSTs’ responses implied they understood certain practices in U.S. school mathematics as customary choices not necessary to represent particular mathematical ideas; and (c) some PSTs’ responses exhibited what we or they perceived to be contradictory actions and claims. We then compare our PST findings to data collected with ISTs.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::839173a715b2caa800fb6cbd12a88123 https://doi.org/10.1016/j.jmathb.2018.08.002 Zobrazit plný text záznamu Full Text from ScienceDirect