Mathematics teachers' abilities to use and make sense of drawn representations
Pages 140 - 147
Abstract
This qualitative study considers middle grades' mathematics teachers' abilities to make sense of drawn representations of fraction and decimal operations. Our interest was in understanding how teachers interpret these drawings and whether they can flexibly move within and between the various drawings. Our findings focus issues of relevant mathematics that emerged as well as teachers' abilities to move between and within the various drawings of interest. The conclusions tie our findings to the need for more professional development to support teachers in using drawn representations.
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Index Terms
- Mathematics teachers' abilities to use and make sense of drawn representations
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June 2008
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Published: 24 June 2008
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