PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Teachers’ reasoning with frames of reference in US and Korea
Page: 300
Our theory of what entails a conceptualized frame of reference is explained, along with items and rubrics designed to illuminate how teachers do or do not reason with frames of reference. We gave 551 teachers in the US and Korea frame of reference tasks, and coded the open responses with rubrics intended to rank responses by the extent to which they demonstrated conceptualized and coordinated frames of reference. Our results show that our theoretical framework is useful in analyzing teachers’ reasoning with frames of reference, and that our items and rubrics function as useful tools in assessing teachers’ meanings for quantities within a frame of reference.