Considering Teacher Knowledge: A Case Study of Proportional Reasoning in and out of the Classroom

• In Event: Research on Mathematics Teacher Knowledge and Instructional Quality

Abstract

In this exploratory study we considered how one teacher’s understanding of proportional reasoning related to his teaching. We relied on Knowledge in Pieces as a lens for considering the teacher’s knowledge organization as a way to make sense of his understanding. We did so by collecting data from two instruments and using Epistemic Network Analysis to identify the connections between knowledge resources that the teacher used when solving tasks. Then, we examined how his understanding was reflected in his teaching. From our analysis, we found key aspects of the teacher’s proportional reasoning from interviews related to his lesson. We concluded that this teacher’s knowledge organization influenced his ability to teach lessons in coherent ways. This has implications for professional development.

Authors

• Gal Gili Nagar, University of Massachusetts - Dartmouth

• Rachael Eriksen Brown, Penn State Abington

• Chandra H. Orrill, University of Massachusetts - Dartmouth

• Travis Weiland, University of Massachusetts - Dartmouth

• James P. Burke, University of Massachusetts - Dartmouth