Making Sense of Teachers’ Varied Responses to Representations of Practice
Item
Title
Making Sense of Teachers’ Varied Responses to Representations of Practice
Abstract/Description
How mathematics teachers engage with representations of practice (e.g., student learning data, video-records) varies, and with better and worse outcomes in terms of improving teaching. In this report, we present a qualitative analysis of variation in middle-grades math teachers' responses to survey data from students regarding their experiences of classroom discussion. We specify aspects of teachers' current perspectives on teaching and learning that explain, in part, the variation.
Author/creator
Date
At conference
National Council of Teachers of Mathematics Research Conference
Resource type
Research/Scholarly Media
Resource status/form
Presentation/Poster
Slide Deck/Slideshow
Scholarship genre
Empirical
IRE Approach/Concept
Featured case/project
Open access/full-text available
Yes
Citation
Jackson, K., Nieman, H. J., & Kochmanski, N. (2019). Making Sense of Teachers’ Varied Responses to Representations of Practice. National Council of Teachers of Mathematics Research Conference.
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