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Creators/Authors contains: "Teuscher, D"

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  1. ; ; ; ; ; ; (, Proceedings for the 15th International Congress on Mathematical Education)
    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; ; ; (, Proceedings of the 15th International Congress on Mathematics Education)
  3. ; ; ; (, PME-NA)
    Lamberg, T; Moss, D (Ed.)
    Mathematics teachers make numerous decisions that form lessons that in turn greatly influence what students learn. In making these decisions, teachers rely on their curricular reasoning (CR) to decide on what mathematics to teach, how to structure their lesson, and what problems or tasks to use to achieve their lesson goals. However, teachers differ with respect to the sophistication of their CR and the diversity of CR aspects used in their reasoning. In this paper, we detail two ways to classify teachers’ CR: a leveled approach to capture the increasing sophistication of teachers’ CR, and a heat map approach that highlights the extent to which teacher use various CR aspects in their planning. These methods provide stakeholders avenues by which CR can be studied and that teachers’ CR abilities can be further developed. 
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    Accepted Manuscript Full Text Available
  4. ; ; ; (, Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
  5. ; ; ; (, Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Accepted Manuscript Full Text Available
  6. ; ; ; ; ; (, Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol 1).)
    Lamberg, T; Moss, D (Ed.)
    Accepted Manuscript Full Text Available
  7. ; ; ; ; ; (, PMENA)
    Lamberg, T; Moss, D (Ed.)
    Teachers use curricular reasoning (CR) as they design and enact instruction with their students, curriculum materials, and standards in mind (Roth McDuffie & Mather, 2009). Teachers’ CR has not been measured to the extent of other critical practices: professional noticing (cf., Schack et al., 2017) and facilitating mathematical discussions (cf., Smith & Sherin, 2019). As part of a larger project, we aim to develop and validate a questionnaire and an observation protocol to formatively measure middle school teachers’ mathematical CR (Dingman et al., 2021). 
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    Accepted Manuscript Full Text Available
  8. ; ; ; ; ; (, Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
  9. ; ; ; ; ; (, Proceedings of the Forty-Fifth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Accepted Manuscript Full Text Available