PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Teachers’ meanings for average rate of change in U.S.A. and Korea
Page: 335
This study explores teachers’ meanings for average rate of change in U.S.A. and Korea. We believe that teachers convey their meanings to students and teachers who have productive mathematical meanings help students build coherent meanings. We administered a diagnostic instrument to 96 U.S. teachers and 66 Korean teachers. Some of teachers’ responses revealed particular problematic meanings for average rate of change that should be addressed in professional development. Our analyses suggest that Korean teachers’ meanings for average rate of change are substantially stronger than U.S. teachers’ meanings.