Analyzing Coherence of Teachers' Knowledge Relating Fractions and Ratios

• In Event: 35.083 - Poster Session 7
  In Poster Session: 35.083-8 - Research in Mathematics Education SIG Poster Session

Abstract

In this study, we use a new analysis tool, Epistemic Network Analysis (Shaffer et al., 2009) to demonstrate and highlight connections among knowledge resources that middle school mathematics teachers evoke while relating fractions and ratios. Through constant immersion in the data from coding, patterns in the resources that the participants used emerged that pointed toward possible differences in the participants’ use of resources. Participants were grouped based on the patterns in their resources. The findings discuss how these groups were formed from the Epistemic Network Analysis and discuss the differences in the connections of the participant’s knowledge resources in each group.

Authors

• Travis Weiland, University of Massachusetts - Dartmouth

• Gal Gili Nagar, University of Massachusetts - Dartmouth

• James P. Burke, University of Massachusetts - Dartmouth

• Chandra H. Orrill, University of Massachusetts - Dartmouth