MIiddle School Teachers’ Preferences and Sequencing of Students’ Proportional Reasoning Strategies for Whole Class Sharing

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Abstract

This paper describes teacher preferences for selecting and sequencing strategies for a proportion problem. Fifty-two middle school mathematics teachers participated in a three-year professional development program based on problem posing and facilitating meaningful classroom discussions. Selected and open response items were used as part of the data collection. Results indicated that teachers preferred to have visual and scaling strategies shared before multiplicative strategies. Teachers in years two and three of the PD program were more likely to also include an additive strategy in order to engage students with misconceptions in the discussion and make connections to multiplicative strategies.

Author

• Laura Brinker Kent, University of Arkansas