ERIC Number: EJ1438914
Record Type: Journal
Publication Date: 2024-Oct
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
EISSN: EISSN-1573-1774
Comparing Elementary and Secondary Teachers' Robust Understanding of Proportional Reasoning
David Glassmeyer; Aaron Brakoniecki; Julie M. Amador
International Journal of Science and Mathematics Education, v22 n7 p1435-1455 2024
Identifying the knowledge resources teachers productively and unproductively draw upon can provide a means by which to create support structures to develop a more robust understanding of the content. To provide more informed grade-level support structures in teacher education programs, this study examined the knowledge resources 20 secondary pre-service teachers (PSTs) and 13 elementary PSTs drew upon when solving a comparison proportional reasoning problem. Data from written work and videos of PSTs' explanations were analyzed using the robust understanding of proportional reasoning for teaching framework. Both elementary and secondary PSTs ubiquitously drew upon the same four knowledge resources (comparison of quantities, ratios, proportional situation, and ratio as measure). Elementary PSTs were more apt to counterproductively draw upon the knowledge resource ratios [not equal to] fractions, while secondary PSTs more often counterproductively drew upon equivalence. Mathematics educators can leverage the knowledge resources afforded by this task and strategically highlight productive and counterproductive resources to tailor instruction that develops PSTs' robust understanding of proportional reasoning.
Descriptors: Comparative Analysis, Elementary School Teachers, Secondary School Teachers, Pedagogical Content Knowledge, Teacher Education Programs, Problem Solving, Abstract Reasoning, Mathematics Instruction, Mathematics Teachers, Video Technology, Preservice Teachers, Fractions, Statistics
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A