TY - JOUR
T1 - Exploring differences in practicing teachers’ knowledge use in a dynamic and static proportional task
AU - Brown, Rachael Eriksen
AU - Orrill, Chandra Hawley
AU - Park, Jinsook
N1 - Publisher Copyright:
© 2020, Mathematics Education Research Group of Australasia, Inc.
PY - 2022/6
Y1 - 2022/6
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85090861933&partnerID=8YFLogxK
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U2 - 10.1007/s13394-020-00350-x
DO - 10.1007/s13394-020-00350-x
M3 - Article
AN - SCOPUS:85090861933
SN - 1033-2170
VL - 34
SP - 419
EP - 436
JO - Mathematics Education Research Journal
JF - Mathematics Education Research Journal
IS - 2
ER -