Factors that influence teachers learning to do interviews to understand students' mathematical understandings |
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| Authors: | M. Kathleen Heid Glendon W. Blume Rose Mary Zbiek Barbara S. Edwards |
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| Affiliation: | (1) Department of Curriculum and Instruction, The Pennsylvania State University, University Park, PA, 16803, U.S.A;(2) Department of Mathematics and Department of Curriculum and Instruction, The University of Iowa, Iowa City, IA, 52242, U.S.A;(3) Department of Mathematics, Oregon State University, Corvallis, OR, 97331, U.S.A |
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| Abstract: | Understanding students' understanding of mathematical ideas can inform mathematics teaching, and task-based interviews are one way in which teachers can learn more about their students' understandings. The CIME project was designed to empower mathematics teachers to use interviews to understand their students' mathematical understandings as well as to prepare teachers to use technology-intensive curricula. This study examined the influences on three high school mathematics teachers as they learned to use task-based interviews to understand students' mathematical understandings. The areas of teacher knowledge and conceptions that influenced the teachers we studied were: teachers' mathematical understandings and knowledge of technology and the perceived importance of curriculum topics; teachers' views of knowing mathematics; teachers' perceptions of students' characteristics and needs; and teachers' perceptions of interviewing and the role of questioning in interviews. This revised version was published online in August 2006 with corrections to the Cover Date. |
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