Characteristics of Classroom Representation Use by Novice Secondary Mathematics Teachers

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

Abstract

This study characterized how novice secondary mathematics teachers used inscriptions to represent mathematical objects in their classroom mathematics. Using the Processes & Actions approach to examining teachers’ use of mathematical representations in their teaching, this study documented two contrasting styles of classroom representation use. Teachers differed substantially in the level of generality of their representations, the ways in which they used critical features of the inscriptions or the mathematical objects being represented, and their connections or linking of multiple representations. The differences in their uses of representations are related to differences in their goals of instruction and the teachers’ views of learning.

Authors

• Mary Kathleen Heid, The Pennsylvania State University

• Younhee Lee, The Pennsylvania State University

• Ashley Jairam, The Pennsylvania State University