Profiles of Teachers' Number Choice Use in Problem Posing

• In Event: Increasing Teachers’ Pedagogical Content Knowledge and Student Learning Through Professional Development

Abstract

Purposeful attention to number choice has been identified as a sophisticated means in which to respond to children’s mathematical thinking (Jacobs, Lamb, & Philipp, 2010). By investigating teachers’ use of number choice in problem posing through qualitative analysis, we were able to identify which number choice structures were most accessible to teachers, categorize levels of sophistication within the number choice structures, and generate teacher number choice profiles. This practitioner-based information can be used to develop professional development around the explicit use of number choice as a pedagogical approach to reach instructional goals.

Authors

• Tonia Jo Land, Drake University

• McKenzie Hoxit Brittain, Clemson University

• Andrew Tyminski, Clemson University