Experienced Secondary Teachers' Decisions to Attend to the Independent Variable in Exponential Functions [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).

Autor/inn/en	Troudt, Melissa; Reiten, Lindsay; Novak, Jodie
Titel	Experienced Secondary Teachers' Decisions to Attend to the Independent Variable in Exponential Functions [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-Jun 6, 2021).
Quelle	(2020), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Teachers; Mathematics Instruction; Instructional Design; Decision Making; Mathematical Concepts; Mathematics Activities; Teacher Attitudes; Influences; Algebra; Calculus; Mathematics Teachers + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Decision-making; Entscheidungsfindung; Lehrerverhalten; Influence; Einfluss; Einflussfaktor; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics; Mathematik
Abstract	We report our findings and perspective to document the knowledge exhibited by three experienced high school teachers in their instructional decisions for lessons on the equation of an exponential function. We describe the nature of the mathematical ideas and connections teachers promoted in discourse and the decisions that supported the emergence and connections of the mathematics. Despite similarities in the structure of the mathematical activities, differences existed in the ideas that emerged in the three teachers' discussions regarding the relationship between the exponent value and the independent variable. We describe links between collections of teacher decisions to their influences on the mathematics discourse. [For the complete proceedings, see ED629884.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01