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ERIC Number: ED500907
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Using Instructional Representations of Ratio as an Assessment Tool of Subject Matter Knowledge
Berenson, Sarah B.; Nason, Rod
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p89-96
This study posits that instructional representations are viable assessment tools of subject matter knowledge within the context of lesson study. Evidence is provided and validated, suggesting that representations provide valuable insights into the depth and accuracy of the knowledge prospective teachers bring to instructional settings. It is conjectured that those with weak subject matter knowledge may ask too many open-ended questions, and over rely on their students to "remember." Those growing in their understanding may be reluctant to cede ownership to their students while those with strong understanding include many representations in their lessons. (Contains 1 footnote and 3 tables.) [For complete proceedings, see ED500859.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Grant or Contract Numbers: N/A