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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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