Symposium: How do middle grades teachers recognize proportional relationships?
National Council of Teachers of Mathematics (NCTM) 2014 Research Conference
New Orleans, LA
Wednesday, April 9th 2014
- Chandra Orrill*, Kaput Center, UMass Dartmouth & Allan Cohen, University of Georgia, "Purpose and conceptualization: The challenges of operationalizing best practices from psychometrics for measuring teacher knowledge"
Poster session: Using the mixture Rasch model to explore knowledge resources students invoke in mathematic and science assessments
Saturday, April 5th 2014
- Danhui Zhang, Beijing Normal University
- Chandra Orrill*, Kaput Center, UMass Dartmouth
- Todd Campbell, University of Connecticut
(10:35am - 12:05pm)
Individual Session: An Analysis of Mathematical Content Knowledge for Teaching
Thursday, February 6th 2014
- John (Zig) Michael Siegfried, James Madison Univeristy
- Randolph Philipp, San Diego State University
- Victoria Jacobs, The University of North Carolina at Greensboro
- Lisa Lamb, San Diego State University
- Jessica Bishop, University of Georgia
- Robert Joseph Nanna*, Kaput Center, UMass Dartmouth
- Casey Hawthorne, San Diego State University
(1:45pm - 2:45pm)
We discuss Common, Specialized, and Pedagogical Content Knowledge. Place-value and integer items used in two large NSF-funded research projects enable us to consider boundaries among types of knowledge while illuminating distinctions. Implications for teaching and researh are considered.
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