14. DRAWING CONNECTIONS BETWEEN STUDENTS’ MISCONCEPTIONS AND TEACHERS’ INSTRUCTIONAL PRACTICES

• In Event: POSTER GROUP 1

Description

This study reports on four elementary teachers’ experiences in implementing a fractions unit they designed collaboratively during a summer professional development program.The teachers participated in a three-year project on improving teachers’ mathematical knowledge for teaching through monthly workshops, coaching and co-teaching experiences.Our goal was to examine the ways in which teachers’ instructional practices serve to strengthen or resolve students’ misconceptions.We will share our findings such as possible reasons to teachers’ weaknesses in using precise mathematical language to indicate fraction quantities, in probing students’ thinking behind responses, and in making instructional decisions to address students’ misconceptions in the moment of teaching.

Authors

• Ayfer Eker, Indiana University

• Mi Yeon Lee, Arizona State University

• Zulfiye Zeybek, Gazi Osman Pasa University

• Olufunke Adefope, Georgia Southern University

• Dionne Cross, Indiana University