International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Examining "Mathematics for Teaching" through an Analysis of Teachers' Perceptions of Student "Learning Paths"
APA
In-text citation: (Kotsopoulos & Lavigne, 2008)
Reference: Kotsopoulos, D., & Lavigne, S. (2008). Examining "Mathematics for Teaching" through an Analysis of Teachers' Perceptions of Student "Learning Paths". International Electronic Journal of Mathematics Education, 3(1), 1-23. https://doi.org/10.29333/iejme/215
AMA
In-text citation: (1), (2), (3), etc.
Reference: Kotsopoulos D, Lavigne S. Examining "Mathematics for Teaching" through an Analysis of Teachers' Perceptions of Student "Learning Paths". INT ELECT J MATH ED. 2008;3(1), 1-23. https://doi.org/10.29333/iejme/215
Chicago
In-text citation: (Kotsopoulos and Lavigne, 2008)
Reference: Kotsopoulos, Donna, and Susan Lavigne. "Examining "Mathematics for Teaching" through an Analysis of Teachers' Perceptions of Student "Learning Paths"". International Electronic Journal of Mathematics Education 2008 3 no. 1 (2008): 1-23. https://doi.org/10.29333/iejme/215
Harvard
In-text citation: (Kotsopoulos and Lavigne, 2008)
Reference: Kotsopoulos, D., and Lavigne, S. (2008). Examining "Mathematics for Teaching" through an Analysis of Teachers' Perceptions of Student "Learning Paths". International Electronic Journal of Mathematics Education, 3(1), pp. 1-23. https://doi.org/10.29333/iejme/215
MLA
In-text citation: (Kotsopoulos and Lavigne, 2008)
Reference: Kotsopoulos, Donna et al. "Examining "Mathematics for Teaching" through an Analysis of Teachers' Perceptions of Student "Learning Paths"". International Electronic Journal of Mathematics Education, vol. 3, no. 1, 2008, pp. 1-23. https://doi.org/10.29333/iejme/215
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Kotsopoulos D, Lavigne S. Examining "Mathematics for Teaching" through an Analysis of Teachers' Perceptions of Student "Learning Paths". INT ELECT J MATH ED. 2008;3(1):1-23. https://doi.org/10.29333/iejme/215

Abstract

How teachers think about student thinking informs the ways in which teachers teach. By examining teachers’ anticipation of student thinking we can begin to unpack the assumptions teachers make about teaching and learning. Using a “mathematics for teaching” framework, this research examines and compares the sorts of assumptions teachers make in relation to “student content knowledge” versus actual “learning paths” taken by students. Groups of teachers, who have advanced degrees in mathematics, education, and mathematics education, and tenth grade students engaged in a common mathematical task. Teachers were asked to model, in their completion of the task, possible learning paths students might take. Our findings suggest that teachers, in general, had difficulty anticipating student learning paths. Furthermore, this difficulty might be attributed to their significant “specialized content knowledge” of mathematics. We propose, through this work, that examining student learning paths may be a fruitful locus of inquiry for developing both pre-service and in-service teachers’ knowledge about mathematics for teaching.

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