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MIDDLE GRADES TEACHERS' SENSE MAKING OF INVARIANCE IN THE CONTEXT OF REFERENT UNIT.

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Title: MIDDLE GRADES TEACHERS' SENSE MAKING OF INVARIANCE IN THE CONTEXT OF REFERENT UNIT.
Authors: Nagar, Gili Gal1 gnagar@umassd.edu, Orrill, Chandra2 chandra.orrill@rethinklearning.com, Brown, Rachael Eriksen3 reb37@psu.edu, Kun Wang3 kun.wang@rethinklearning.com
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 2025, p445-449. 5p.
Subject Terms: *Teachers, *Middle schools, *Professional education, Uniformity, Interpretation (Philosophy), Generalization, Rational numbers
Abstract: In this study, we examined how middle school teachers make sense of invariance in the context of referent unit. We collected data from a professional development session in which teachers explored rational number tasks through the lens of invariance. Our findings indicate that the teachers in this study discussed the idea of invariance ('staying the same') with respect to referent unit in various ways. Additionally, we found that their interpretations of invariance in the context of a referent unit task seemed to support them in unpacking the task, providing valid explanations, and even offering different kinds of generalization to the situation. Implications for professional development and teacher education are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: MIDDLE GRADES TEACHERS' SENSE MAKING OF INVARIANCE IN THE CONTEXT OF REFERENT UNIT.
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  Data: <searchLink fieldCode="AR" term="%22Nagar%2C+Gili+Gal%22">Nagar, Gili Gal</searchLink><relatesTo>1</relatesTo><i> gnagar@umassd.edu</i><br /><searchLink fieldCode="AR" term="%22Orrill%2C+Chandra%22">Orrill, Chandra</searchLink><relatesTo>2</relatesTo><i> chandra.orrill@rethinklearning.com</i><br /><searchLink fieldCode="AR" term="%22Brown%2C+Rachael+Eriksen%22">Brown, Rachael Eriksen</searchLink><relatesTo>3</relatesTo><i> reb37@psu.edu</i><br /><searchLink fieldCode="AR" term="%22Kun+Wang%22">Kun Wang</searchLink><relatesTo>3</relatesTo><i> kun.wang@rethinklearning.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Conference+Papers+--+Psychology+of+Mathematics+%26+Education+of+North+America%22">Conference Papers -- Psychology of Mathematics & Education of North America</searchLink>. 2025, p445-449. 5p.
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  Data: *<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+schools%22">Middle schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br /><searchLink fieldCode="DE" term="%22Uniformity%22">Uniformity</searchLink><br /><searchLink fieldCode="DE" term="%22Interpretation+%28Philosophy%29%22">Interpretation (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink><br /><searchLink fieldCode="DE" term="%22Rational+numbers%22">Rational numbers</searchLink>
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  Data: In this study, we examined how middle school teachers make sense of invariance in the context of referent unit. We collected data from a professional development session in which teachers explored rational number tasks through the lens of invariance. Our findings indicate that the teachers in this study discussed the idea of invariance ('staying the same') with respect to referent unit in various ways. Additionally, we found that their interpretations of invariance in the context of a referent unit task seemed to support them in unpacking the task, providing valid explanations, and even offering different kinds of generalization to the situation. Implications for professional development and teacher education are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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        PageCount: 5
        StartPage: 445
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      – SubjectFull: Uniformity
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              Text: 2025
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