Teaching, Learning, Policy & Leadership Research Works
http://hdl.handle.net/1903/1650
Tue, 06 Dec 2016 08:38:04 GMT2016-12-06T08:38:04ZAppendix to 2015 PERC submission
http://hdl.handle.net/1903/16744
Appendix to 2015 PERC submission
Alonzo, Alicia; Elby, Andrew
This document is the electronic appendix for a paper submitted to the Proceedings of the 2015 Physics Education Research Conference, called How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information.
Thu, 01 Jan 2015 00:00:00 GMThttp://hdl.handle.net/1903/167442015-01-01T00:00:00ZConceptualizing Teachers' Knowledge of Students' Mathematics Identity Formation and Development
http://hdl.handle.net/1903/12410
Conceptualizing Teachers' Knowledge of Students' Mathematics Identity Formation and Development
Clark, Lawrence
In recent years, two research foci have garnered considerable interest in the mathematics education research community: 1) conceptualizing and measuring the unique and distinct knowledge mathematics teachers use in their practice, and 2) conceptualizing and exploring students’ mathematics identity formation and development. I seek to synthesize claims made across these two bodies of literature for the purpose of exploring the following question: In what ways is teachers’ knowledge of students’ mathematics identity formation and development a viable dimension of the knowledge mathematics teachers use in their practice? The exploration culminates in a working framework for teachers’ knowledge of students’ mathematics identity development and formation, and concludes with implications for mathematics teacher education.
Sun, 01 Jan 2012 00:00:00 GMThttp://hdl.handle.net/1903/124102012-01-01T00:00:00ZTEACHING THE SOLVING OF LINEAR EQUATIONS – WHAT IS AT STAKE?
http://hdl.handle.net/1903/12183
TEACHING THE SOLVING OF LINEAR EQUATIONS – WHAT IS AT STAKE?
Sela, Hagit; Chazan, Daniel
To test a model which characterizes what is at stake in the situation of solving linear equations (Chazan & Lueke, 2009), we analyse talk of teachers who, stimulated by watching an animation of classroom interaction (Chazan & Herbst, in press) share with their colleagues how they teach their students how to solve linear equations. The teacher talk illustrates two key aspects of our model of the situation of solving linear equations. First, the teachers in the sample conceive of it as their responsibility to teach their students a method for solving this class of problems; applying the steps of the method successfully means knowing how to solve linear equations. Second, teaching the method of solving linear equations does not involve the presentation of mathematical arguments, but at the same time is not exactly justification-free; the teachers present students with similes that motivate the steps in the method.
Mon, 13 Feb 2012 00:00:00 GMThttp://hdl.handle.net/1903/121832012-02-13T00:00:00Z