Mathematics Teachers’ Knowledge for Teaching Proportion: Using Two Frameworks to Understand Knowledge in Action

Chandra Hawley Orrill, Rachael Eriksen Brown

Research output: Chapter in Book/Report/Conference proceedingConference contribution


In this paper, we consider how we could use two different frameworks, our own Robust Understandings of proportions plus the Knowledge Quartet, to better understand the relationship between mathematics teachers’ knowledge and their teaching practices. We present both frameworks, then describe each of two teachers by describing their classroom, considering an ENA graph of their understanding of proportional reasoning and key patterns that emerged through use of the Knowledge Quartet. We end by discussing how we have been able to use these two frameworks together and why this research is important in ongoing efforts to make sense of the relationships between teachers’ knowledge and practice.

Original languageEnglish (US)
Title of host publicationAdvances in Quantitative Ethnography - 4th International Conference, ICQE 2022, Proceedings
EditorsCrina Damşa, Amanda Barany
PublisherSpringer Science and Business Media Deutschland GmbH
Number of pages15
ISBN (Print)9783031317255
StatePublished - 2023
Event4th International Conference on Quantitative Ethnography, ICQE 2022 - Copenhagen, Denmark
Duration: Oct 15 2022Oct 19 2022

Publication series

NameCommunications in Computer and Information Science
Volume1785 CCIS
ISSN (Print)1865-0929
ISSN (Electronic)1865-0937


Conference4th International Conference on Quantitative Ethnography, ICQE 2022

All Science Journal Classification (ASJC) codes

  • General Computer Science
  • General Mathematics

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