Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Entire DC Network
Conventions, Habits, And U.S. Teachers’ Meanings For Graphs, Kevin C. Moore, Jason Silverman, Teo Paoletti, Dave Liss, Stacy Musgrave
Conventions, Habits, And U.S. Teachers’ Meanings For Graphs, Kevin C. Moore, Jason Silverman, Teo Paoletti, Dave Liss, Stacy Musgrave
Department of Mathematics Facuty Scholarship and Creative Works
In this paper, we use relevant literature and data to motivate a more detailed look into relationships between what we perceive to be conventions common to United States (U.S.) school mathematics and individuals’ meanings for graphs and related topics. Specifically, we draw on data from pre-service (PST) and in-service (IST) teachers to characterize such relationships. We use PSTs’ responses during clinical interviews to illustrate three themes: (a) some PSTs’ responses implied practices we perceive to be conventions of U.S. school mathematics were instead inherent aspects of PSTs’ meanings; (b) some PSTs’ responses implied they understood certain practices in U.S. school …
Pre-Service Teachers’ Figurative And Operative Graphing Actions, Kevin C. Moore, Irma E. Stevens, Teo Paoletti, Natalie L.F. Hobson, Biyao Liang
Pre-Service Teachers’ Figurative And Operative Graphing Actions, Kevin C. Moore, Irma E. Stevens, Teo Paoletti, Natalie L.F. Hobson, Biyao Liang
Department of Mathematics Facuty Scholarship and Creative Works
We report on semi-structured clinical interviews to describe U.S. pre-service secondary mathematics teachers’ graphing meanings. Our primary goal is to draw on Piagetian notions of figurative and operative thought to identify marked differences in the students’ meanings. Namely, we illustrate students’ meanings dominated by fragments of sensorimotor experience and compare those with students’ meanings dominated by the coordination of mental actions in the form of covarying quantities. Our findings suggest students’ meanings that foreground operative aspects of thought are more generative with respect to graphing. Our findings also indicate that students can encounter perturbations due to potential incompatibilities between figurative …