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dc.contributor.authorWalkoe, Janet
dc.date.accessioned2020-01-08T21:56:10Z
dc.date.accessioned2020-01-09T14:07:22Z-
dc.date.available2020-01-08T21:56:10Z
dc.date.available2020-01-09T14:07:22Z-
dc.date.issued2010-06
dc.identifier.citationWalkoe, J. (2010). Seeing Algebraic Thinking in the Classroom: A Study of Teachers' Conceptualizations of Algebra. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 1063-1070). Chicago IL: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2010.1.1063
dc.identifier.urihttps://repository.isls.org//handle/1/2646-
dc.description.abstractIdeas about how students learn algebra have shifted over the years. Reform curricula have been developed to address these changes. Teachers' conceptualizations of algebra play a large role in how they view and implement reform curricula. This paper explores teachers' conceptualizations of algebra and investigates how they draw on their conceptualizations in the moments of instruction through the use of new methods that incorporate teacher-selected classroom video clips. Data revealed that teachers' verbal descriptions of student algebraic thinking did not always align with moments of instruction they selected as providing evidence of student algebraic thinking.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleSeeing Algebraic Thinking in the Classroom: A Study of Teachers' Conceptualizations of Algebraen_US
dc.typeFull Papersen_US
Appears in Collections:ICLS 2010

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