Middle School Mathematics Teachers' Perceptions of the Standards for Mathematical Practice Embedded in Curricular Resources [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).

Autor/inn/en	Davis, Jon D.; Choppin, Jeffrey; Drake, Corey; McDuffie, Amy Roth
Titel	Middle School Mathematics Teachers' Perceptions of the Standards for Mathematical Practice Embedded in Curricular Resources [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, IN, Oct 5-8, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Teachers; Mathematics Teachers; Teacher Attitudes; Common Core State Standards; Mathematics Curriculum; Educational Resources + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerverhalten; Common core curriculum; Curriculum; Kerncurriculum; Bildungsmittel
Abstract	This study examines the perceptions of the Standards for Mathematical Practice (SMPs) held by 34 middle school mathematics teachers (MSMTs) as evidenced by their interactions with seven lessons drawn from thinking device (TD) and delivery mechanism (DM) curriculum types. MSMTs' perceptions of the SMPs consistent with their wording in the Common Core State Standards for Mathematics (CCSSM) included a flexible definition of precision beyond calculation. However, MSMTs also possessed a number of perceptions of the SMPs that were at odds with the wording of these standards in the CCSSM. For instance, they considered a curriculum resource's imperative for students to use a tool to be an indication of SMP 5. MSMTs whose district-adopted curriculum was categorized as TD had significantly less invalid SMP justifications than teachers using DM curricula t(34) = 2.41, p = 0.022. [For complete proceedings, see ED581294.] (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	2020/1/01