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ERIC Number: EJ1166002
Record Type: Journal
Publication Date: 2018-Jan
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0013-1954
Conflicting Frames: A Case of Misalignment between Professional Development Efforts and a Teacher's Practice in a High School Mathematics Classroom
Heyd-Metzuyanim, Einat; Munter, Charles; Greeno, James
Educational Studies in Mathematics, v97 n1 p21-37 Jan 2018
We examine the case of a lesson planning session within the context of professional development for dialogic instruction, and the lesson enacted following this session, which was intended to provide opportunities to 11th and 12th grade algebra students to explore polynomial functions in terms of their roots and linear factors. Our goal was, through the close analysis of the planning and enactment of the lesson, to gain deeper understanding of how the two participants were framing mathematical learning and how such different frames may explain the disparity between the planned lesson and its outcome. The analysis and discussion point to the complexities of supporting teachers in transitioning from a "doing" frame to an "exploring" frame.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: SBE0836012