Making Sense of Teachers’ Varied Responses to Representations of Practice

Item

Title: Making Sense of Teachers’ Varied Responses to Representations of Practice
Abstract/Description: How mathematics teachers engage with representations of practice (e.g., student learning data, video-records) varies, and with better and worse outcomes in terms of improving teaching. In this report, we present a qualitative analysis of variation in middle-grades math teachers' responses to survey data from students regarding their experiences of classroom discussion. We specify aspects of teachers' current perspectives on teaching and learning that explain, in part, the variation.; [Abstract from NCTM Conference Program]
Author/creator: Jackson, Kara; Nieman, Hannah J.; Kochmanski, Nicholas M.
Date: 2019
At conference: National Council of Teachers of Mathematics Research Conference
Resource type: en Research/Scholarly Media
Resource status/form: en Presentation/Poster; en Slide Deck/Slideshow
Scholarship genre: en Empirical
IRE Approach/Concept: Practical Representations; Sensemaking/Interpretation; Practical Measures; Measurement for Improvement
Featured case/project: PRM2 Team
Open access/full-text available: en Yes
URL: Open Access PDF of Slidedeck (via PMR2); PMR2 Dissemination Webpage; 2019 NCTM Conference Program
Citation: Jackson, K., Nieman, H. J., & Kochmanski, N. (2019). Making Sense of Teachers’ Varied Responses to Representations of Practice. National Council of Teachers of Mathematics Research Conference.
Cited in: Measurement for Improvement
Place: San Diego, CA

Item sets: Open Access Resource (IRE); Handbook Chapter 18 Citations

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