Recognition of Professional Obligations of Mathematics Teaching and Their Role in Justifying Instructional Actions

• In Event: Hilton Roundtable Session 7
  In Roundtable Session: Understanding Math Teaching and Learning From Multiple Perspectives

Abstract

We present a set of scenario-based instruments designed to study at scale the extent to which mathematics teachers will justify departures from the plan of a lesson in order to attend to one of the professional obligations of mathematics teaching. The analysis results validate the internal structure of the instruments and show correlations between factors in these instruments and those of another instrument that measured teachers’ recognition of the obligations. Interesting findings regarding the introduction of ancillary content or the making of special allowances to individual students are shown.

Authors

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

• Inah Ko, University of Michigan