PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
The influences of a teacher’s mathematical meaning of constant rate of change on his classroom practices
Page: 1532
We investigated how a teacher’s meaning of constant rate of change influenced his teachingpractices. Findings revealed that a teacher with a strong mathematical meaning of constant rateof change was able to provide conceptually coherent explanations and pose questions that arebased in his understanding of constant rate of change and his models of students’ thinking.