WHEN MATHEMATICS TEACHERS CONSIDER ACTING ON BEHALF OF THE DISCIPLINE, WHAT ASSUMPTIONS DO THEY MAKE?

• In Event: TEACHING AND CLASSROOM PRACTICE: SECONDARY CLASSROOM PRACTICE

Description

We discuss findings from a study of 227 K-12 mathematics teachers who rate the appropriateness of instructional actions responsive to the discipline of mathematics in the context of a scenario-based assessment. Our analysis of the participants’ follow-up responses provides insight into how teachers’ other professional obligations interact with their obligation to the discipline. We share our methods for detecting assumptions participants regarded as critical for rating the appropriateness of instructional actions within a represented scenario and share findings about how those assumptions can be accounted for in terms of all four professional obligations of mathematics teaching.

Authors

• Amanda Marie Milewski, University of Michigan

• Ander Erickson, University of MIchigan

• Patricio G Herbst, University of Michigan

• Justin Dimmel, University of Maine