Peer reviewed
Download full textERIC Number: ED585059
Record Type: Non-Journal
Publication Date: 2012-Nov
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Mathematics Teachers Investigating Reasoning and Sense Making in Their Teaching
Keazer, Lindsay M.
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012)
The purpose of this study was to generate an understanding of the experiences of mathematics teachers examining recommendations for Reasoning and Sense Making (NCTM, 2009) and investigating them in their practice. Narrative inquiry incorporates the voices of teachers and illustrates the phenomenon studied through narratives of participants' experiences. This paper presents the findings through four analogies that convey abbreviated narratives of teachers' experiences enacting recommendations for Reasoning and Sense Making. [For the complete proceedings, see ED584829.]
Descriptors: Mathematics Instruction, Mathematics Teachers, Action Research, Inquiry, Academic Standards, Teaching Methods, Educational Change, Alignment (Education), Teaching Experience, Mathematical Logic, Teacher Attitudes, High Schools, Secondary School Teachers, Comprehension
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
