TEACHERS' INTERPRETATIONS OF STUDENT STATEMENTS ABOUT SLOPE.
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| Title: | TEACHERS' INTERPRETATIONS OF STUDENT STATEMENTS ABOUT SLOPE. |
|---|---|
| Authors: | Nagle, Courtney1 crt12@psu.edu, Moore-Russo, Deborah2 dam29@buffalo.edu, Styers, Jodie L.1 jls982@psu.edu |
| Source: | Conference Papers -- Psychology of Mathematics & Education of North America. 10/5/2017, p589-596. 8p. |
| Subject Terms: | *Curriculum, *Mathematics education, *Higher education terminology, *Teacher education, Precalculus |
| Geographic Terms: | United States |
| Abstract: | This paper describes seven in-service teachers' interpretations of student statements about slope. The teachers interpreted sample student work, conjectured about student contributions, assessed the students' understanding, and positioned the students' statements in the mathematics curriculum. The teachers' responses provide insight into their Knowledge of Content and Students (KCS) and Knowledge of Content and Curriculum (KCC). Results suggest these teachers value academic terminology related to slope, have limited perspectives on slope in real world contexts, and struggle to describe the extension of slope to precalculus. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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