Conference paper
Middle School Mathematics Teachers' Perceptions of the Standards for Mathematical Practice Embedded in Curricular Resources
North American Chapter of the International Group for the Psychology of Mathematics Education
Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 39 (Indianapolis, Indiana, 10/05/2017 - 10/08/2017)
10/2017
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.]
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Details
- Title
- Middle School Mathematics Teachers' Perceptions of the Standards for Mathematical Practice Embedded in Curricular Resources
- Creators
- Jon D DavisJeffrey ChoppinCorey DrakeAmy Roth McDuffie
- Conference
- Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 39 (Indianapolis, Indiana, 10/05/2017 - 10/08/2017)
- Academic Unit
- Education, College of
- Publisher
- North American Chapter of the International Group for the Psychology of Mathematics Education
- Number of pages
- 8
- Identifiers
- 99900594658301842
- Language
- English
- Resource Type
- Conference paper