PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2013
Denver, Colorado
Secondary Teachers’ Development of Quantitative Reasoning
Page: 2-107
This study was designed to document the development of teachers’ ways of thinking about quantitative reasoning, one of the standards for mathematical practice in the Common Core State Standards. Using a Models and Modeling Perspective, the authors designed a model- eliciting activity (MEA) that was implemented in a graduate mathematics education course focusing on quantitative reasoning. Teachers were asked to create a quantitative reasoning task for their students, which they subsequently revised three times in the course after receiving instructor, peer, and student feedback. The MEA documented the development of the teachers’ models of quantitative reasoning, and this report details one group of three teachers’ development over the course. Findings include an overall model of teachers’ development that is both generalizable and sharable for other researchers and teacher educators.