Keywords
mathematics teachers, models and modeling perspective, quantitative reasoning
Abstract
This study examines how a models-and-modeling perspective affected teachers' attention to quantitative reasoning in task design. A Model-Eliciting Activity (MEA) was implemented with 21 teachers over four weeks, challenging teachers to design a quantitative reasoning task for their students. Teachers’ initial quantitative reasoning tasks did not incorporate quantities or quantitative relationships, two essential components of quantitative reasoning. As teachers revised their tasks through the MEA, most teachers began attending to these components. This article details how a modeling approach to teacher education provided a method to describe and support teachers to incorporate quantitative reasoning in their classroom tasks, though attending to quantitative reasoning within high school concepts remains particularly challenging.
DOI
https://doi.org/10.5038/1936-4660.12.1.10
Recommended Citation
Glassmeyer, David. "Developing Mathematics Teachers’ Attention to Quantitative Reasoning in Task Design: A Modeling Approach." Numeracy 12, Iss. 1 (2019): Article 10. DOI: https://doi.org/10.5038/1936-4660.12.1.10
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Mathematics Commons, Secondary Education Commons, Secondary Education and Teaching Commons
