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Proportional Reasoning: Student Knowledge and Teachers' Pedagogical Content Knowledge |
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Callingham, Rosemary Anne |
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Editor(s): Merrilyn Goos, Ray Brown and Katie Makar |
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Mathematics Education Research Group of Australasia (MERGA) |
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| Abstract |
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This report considers the responses of 1205 students to two chance and data problems involving proportional reasoning and the interventions suggested by 44 teachers for four typical incomplete or inappropriate student responses. Students' responses reflect the relative difficulty of the two items, whereas the teachers' suggested interventions display a wide range of pedagogical content knowledge, including aspects of content knowledge and knowledge of students as learners. Rubrics are provided for both students' and teachers' responses and analysis supports the view that teachers find it difficult to assist students without directly telling them the answer. Suggestions are made for assisting teachers to improve feedback for students. |
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Navigating Currents and Charting Directions: Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia, v.2, p. 563-571 |
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