Mathematics Teachers' Anticipation of Student Responses to Contextualized and Decontextualized Problems

• In Event: Marriott Roundtable Session 11
  In Roundtable Session: Improving Mathematics Teaching Learning: Focus on Problem-Posing and Problem-Based Learning

Abstract

This study investigated middle school mathematics teachers’ anticipation of student responses (ASR) to common tasks. Teachers with a variety of years of experience and curriculum use (traditional, reform, and teacher-developed) participated in semi-structured interviews and completed tasks focused on the content of linear relationships. The results showed that teachers fit into one of four categories: those that anticipated student responses at consistently high, mixed, consistently low, and inconsistent levels. Among the variables considered, curricula’s impact on teachers’ skills and knowledge for ASR was mixed, with teachers using their curriculum materials in very different ways. Years of experience, secondary licensure, and student-centered philosophy of teaching related to higher skills and knowledge for ASR.

Authors

• Kathryn Mary Rupe, Western Washington University

• Judith S. Lederman, Illinois Institute of Technology