When What Routinely Happens Conflicts With What Ought to Be Done: A Scenario-Based Assessment

• In Event: Roundtable Session 19
  In Roundtable Session: Mathematics Teachers' Knowledge and Learning

Abstract

This study looks at initial findings from a nationwide deployment of an online scenario-based instrument in which secondary mathematics teachers are introduced to an instructional situation and then asked to make a decision at a critical juncture. We present findings taken from a nationwide sample of 102 in-service teachers. These findings demonstrate that teachers’ decisions are influenced both by the norms at stake in the situation and by their obligations as professionals. Our results demonstrate that the norms and professional obligations of the secondary mathematics teacher interact with one another in ways that can be measured.

Authors

• Ander Willard Erickson, University of Michigan

• Patricio G. Herbst, University of Michigan - Ann Arbor

• Justin Kelly Dimmel, University of Michigan

• Inah Ko, University of Michigan - Ann Arbor