An Emergent Framework: Views of Mathematical Processes

Autor/inn/en	Sanchez, Wendy B.; Lischka, Alyson E.; Edenfield, Kelly W.; Gammill, Rebecca
Titel	An Emergent Framework: Views of Mathematical Processes
Quelle	In: School Science and Mathematics, 115 (2015) 2, S.88-99 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12103
Schlagwörter	Case Studies; Mathematics Teachers; Conferences (Gatherings); Teacher Leadership; Interviews; Observation; Mathematics Instruction; Learning Processes; Teaching Methods; Mathematical Applications; Mathematical Logic; Problem Solving; Teacher Attitudes; Teacher Surveys + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerfunktionsstelle; Interviewing; Interviewtechnik; Beobachtung; Mathematics lessons; Mathematikunterricht; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Angewandte Mathematik; Innermathematische Anwendung; Mathematical logics; Mathematische Logik; Problemlösen; Lehrerverhalten
Abstract	The findings reported in this paper were generated from a case study of teacher leaders at a state-level mathematics conference. Investigation focused on how participants viewed the mathematical processes of communication, connections, representations, problem solving, and reasoning and proof. Purposeful sampling was employed to select nine participants who were then interviewed and observed as they presented a session at the conference. Participants' statements revealed differences in their views of mathematical processes. The analysis led to an emergent framework for views of mathematical processes that includes three levels: participatory, experiential, and sense-making. Implications are shared for mathematics methods instructors, professional learning, and research. Discussion also relates the framework to the Standards for Mathematical Practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01