skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 1

Search for: All records

Creators/Authors contains: "Chen, G. A."

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. (, International Society of the Learning Sciences)
    Chinn, Clark (Ed.)
    This study analyzes transcripts of conversations in which mathematics teachers and researchers debrief videotaped lessons by, in part, examining aggregated classroom data from the videotaped lesson. We conclude that aggregating data in debrief conversations can support teachers’ concept development when the aggregation a) demonstrates internal contrasts and b) is underscored by participants’ discursive moves. Consequently, we recommend that facilitators seeking to prompt teacher learning use lesson-level aggregations to identify and press on comparisons and distinctions in teaching practice. This study can inform research on teacher learning by unpacking how a common practice—aggregating data—contributes to teachers’ concept development and has implications both for practitioners and for the emerging field of classroom data visualization. 
    more » « less
    Accepted Manuscript Full Text Available