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|Title:||Mathematical Thinking and Representational Engagement of In-Service Secondary Mathematics Teachers in Pattern-Based Algebraic Growth Tasks|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Boles, K. (2020). Mathematical Thinking and Representational Engagement of In-Service Secondary Mathematics Teachers in Pattern-Based Algebraic Growth Tasks. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2417-2418). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Mathematical practice standards ask teachers to support students in constructing and using mathematical models, but little is known about the ways teachers themselves engage in such practices. This paper examines the kinds of mathematical thinking and representational engagement exhibited by secondary mathematics teachers as they completed pattern-based algebra tasks. Think-aloud data was coded for mathematical thinking and representational engagement. Results suggest that teachers’ thinking and representational approaches vary relative to their pattern-based task experience.|
|Appears in Collections:||ICLS 2020|
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