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Research on Mathematics Teacher Knowledge and Instructional Quality
Sat, April 9, 4:05 to 6:05pm, Marriott Marquis, Floor: Level Two, Marquis Salon 14Session Type: Paper Session
Abstract
Papers represent differing approaches to conceptualizing and studying mathematics knowledge for teaching and high quality mathematics teaching.
Sub Unit
Chair
Papers
Cluster Analysis of Instructional Practices Reported by High- and Low-Performing Mathematics Teachers in Four Countries - Qiang (Andy) Cheng, The University of Mississippi; Hsien-Yuan Hsu, The University of Mississippi; Jian Wang, Texas Tech University
Considering Teacher Knowledge: A Case Study of Proportional Reasoning in and out of the Classroom - 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
Patterns in Teachers' Mathematics Practices - Melissa Gallagher, George Mason University
Relationships Among the Categories of Mathematical Knowledge for Teaching - Yasemin Copur-Gencturk, University of Houston; Weihua Fan, University of Houston
The Format and Features of Contemporary Algebra Instruction: An Exploratory Study - Erica Litke, University of Delaware
Enacting Mathematical Knowledge for Teaching in the Teaching Practice of Giving Explanations - Rachel B Snider, University of Michigan - Ann Arbor