PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Teachers’ Reasoning with Frames of Reference in US and Korea
Page: 1728
We gave approximately 180 US and 380 Korean teachers frame of reference tasks, and coded the open responses with rubrics intended to rank responses by the extent to which their responses demonstrated conceptualized and coordinated frames of reference. In both countries less than half of teachers scored at the highest level on almost every task, showing that teachers frequently struggle to keep track of quantities within a frame of reference in a meaningful way. Our US-Korean comparison also shows that US teachers struggle on most of these tasks significantly more than Korean teachers.