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Secondary Student Teachers’ Ability to Respond to Student Mathematical Thinking

Presenters: Dawn Teuscher, Brigham Young University and J. Matt Switzer, TCU
Location: AMTE Conference, Orlando, Florida
Abstract/Description:
We share findings from an analysis of eight preservice secondary mathematics teachers’ noticing of student mathematical thinking while student teaching. We focus on how they responded to student mathematical thinking and discuss differences among student teachers.

The Role of Curricular Reasoning in Middle Grades Mathematics Teachers’ Instructional Practice

Presenters: Shannon Dingman, University of Arkansas; Dawn Teuscher, Brigham Young University; Travis Olson, University of Nevada, Las Vegas
Location: AMTE 2019 Orlando, Florida
Abstract/Description:
We present six aspects of curricular reasoning and illustrate the interactions among teachers, students, mathematics, and curriculum materials using data from Grade 8 teachers as they planned and enacted geometric transformation lessons. We discuss differences across teachers with varying backgrounds and consider how teachers’ curricular reasoning can influence students’ opportunity to learn mathematics.

Influences from Pathways College Algebra on Students’ Initial Understanding and Reasoning about Calculus Limits

Presenters: Brianna Levia, Brigham Young University; Navy Borrowman, Brigham Young University; Dawn Teuscher, Brigham Young University; and Steven Jones, Brigham Young University
Location: 22nd Annual Conference on Research on Undergraduate Mathematics Education, Oklahoma City, Oklahoma
Abstract/Description:
The Pathways to College Algebra curriculum aims to build concepts that cohere with the big ideas in Calculus, and initial results suggest improved readiness for Calculus by students who have taken a Pathways class. However, less is known about how Pathways might influence students’ initial understanding and reasoning about calculus concepts. Our study examines similarities and differences in how Pathways and non-Pathways students initially understand and reason about the calculus concept of the limit. Our findings suggest that Pathways students may engage a little more in quantitative reasoning and in higher covariational reasoning, and have more correct and consistent initial understandings. Further, the Pathways students were explicitly aware of how their Pathways class may have benefited their understanding of limits.