Classifying Curricular Reasoning: Ways for Capturing Teachers’ Curricular Decisions
Presenters: Shannon Dingman, University of Arkansas; Dawn Teuscher, Brigham Young University; Travis Olson, University of Nevada, Las Vegas; and Amy Roth-McDuffie, Washington State University Location: PMENA in Reno Abstract/Description: Mathematics teachers make numerous decisions that form lessons that in turn greatly influence what students learn. In making these decisions, teachers rely on their curricular reasoning (CR) to decide on what mathematics to teach, how to structure their lesson, and what problems or tasks to use to achieve their lesson goals. However, teachers differ with respect to the sophistication of their CR and the diversity of CR aspects used in their reasoning. In this paper, we detail two ways to classify teachers’ CR: a leveled approach to capture the increasing sophistication of teachers’ CR, and a heat map approach that highlights the extent to which teacher use various CR aspects in their planning. These methods provide stakeholders avenues by which CR can be studied and that teachers’ CR abilities can be further developed.
Professional Noticing: The Interrelated Skills of Attending to and Interpreting Student Mathematical Thinking
Presenters: J. Matt Switzer, Texas Christian University and Dawn Teuscher, Brigham Young University Location: PMENA in Reno Abstract/Description:
Developing a Qualitative Data Analysis Process with a Multi-Research Team
Presenters: Tara Heikila, Washington State University; Nicole Stripling, University of Arkansas; Kate Webster and Dawn Teuscher, Brigham Young University; Amy Roth-McDuffie, Washington State University; and Shannon Dingman, University of Arkansas. Location: PMENA in Reno Abstract/Description: