Investigating the Meaningfulness of the Characterization of Teachers' Proportional Reasoning Level

• In Event: Mathematics Teacher Discourse Around Content and Students in Learning Communities

Abstract

Previous research has demonstrated both the importance of proportional reasoning and the difficulty teachers have reasoning proportionally. Understanding how teachers reason proportionally is an important step in addressing their misunderstandings. We replicate a study by Copur-Gencturk et al., (2022), who categorized teachers’ proportional reasoning into four categories. We test to see if those categorizations hold for a new sample and expand on the prior study by investigating how this categorization reflects teachers’ content and pedagogical content knowledge of proportional reasoning. We found the categories of teachers’ proportional reasoning were similar and there were significant differences by level in teachers’ knowledge. This substantiates and expands the claims made by Copur-Gencturk et al., (2022), while addressing the urgent need for replication studies.

Authors

• John Ezaki, University of Southern California
  Presenting Author

• Yasemin Copur-Gencturk, University of Southern California
  Non-Presenting Author