Abstract
In this paper, we consider how we could use two different frameworks, our own Robust Understandings of proportions plus the Knowledge Quartet, to better understand the relationship between mathematics teachers’ knowledge and their teaching practices. We present both frameworks, then describe each of two teachers by describing their classroom, considering an ENA graph of their understanding of proportional reasoning and key patterns that emerged through use of the Knowledge Quartet. We end by discussing how we have been able to use these two frameworks together and why this research is important in ongoing efforts to make sense of the relationships between teachers’ knowledge and practice.
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The work reported here was supported by the National Science Foundation under grant DRL-1054170. The opinions expressed here are those of the authors and may not reflect those of the NSF.
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Orrill, C.H., Brown, R.E. (2023). Mathematics Teachers’ Knowledge for Teaching Proportion: Using Two Frameworks to Understand Knowledge in Action. In: Damşa, C., Barany, A. (eds) Advances in Quantitative Ethnography. ICQE 2022. Communications in Computer and Information Science, vol 1785. Springer, Cham. https://doi.org/10.1007/978-3-031-31726-2_17
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