Mathematics Teachers’ Use of Knowledge Resources When Identifying Proportional Reasoning Situations
Mathematics Teachers’ Use of Knowledge Resources When Identifying Proportional Reasoning Situations
复制标题
数学教师在识别比例推理情境时对知识资源的利用
DOI：
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发表时间：
2020
影响因子：
2.2
通讯作者：
C. Orrill
中科院分区：
文献类型：
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作者：
R. Brown;Travis Weiland;C. Orrill
在这项定性研究中，我们调查了教师的使用比例的知识资源，同时被要求适当地确定，如果一个给定的情况是成比例的或不使用临床访谈数据从一个大型赠款资助的项目。我们发现，知识资源的数学结构的情况下，最有用的正确识别的情况。有趣的是，教师往往能够确定一个数学表达式的情况下，然而，这些规则并不支持正确识别的情况下，比例或不。我们讨论了建议的知识资源，用于创建一个协调类，以确定从那些不成比例的情况，以及对教师教育和专业发展的影响，比例推理。
In this qualitative study, we investigated teachers’ use of proportional knowledge resources while being asked to appropriately identify if a given situation was proportional or not using clinical interview data from a large grant funded project. We found that knowledge resources related to the mathematical structure of the situation were most useful in correctly identifying the situation. Interestingly, teachers were often able to identify a mathematical expression for the situations; however, these rules did not support the correct identification of the situation as proportional or not. We discuss suggested knowledge resources for the creation of a coordination class for identifying situations that are proportional from those that are not as well as implications for teacher education and professional development around proportional reasoning.