The role of local theories: Teacher knowledge and its impact on engaging students with challenging tasks

Mathematics Education Research Journal

Volumn 23, Issue 1, 2011, Pages 5-25

  Choppin, Jeffrey ^a  

^a UNIVERSITY OF ROCHESTER   (United States)

Author keywords

Challenging tasks; Curriculum; Instructional practices; Local theory; Teacher knowledge

Indexed keywords

EID: 79959299919     PISSN: 10332170     EISSN: None     Source Type: Journal    
DOI: 10.1007/s13394-011-0001-8     Document Type: Article

References (31)

1. Cai, J., Moyer, J. C., Wang, N., & Nie, B. (2009). Learning from classroom instruction in a curricular content: An analysis of instructional tasks. Paper presented at the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Atlanta, GA: Georgia State University.
2. Carpenter, T. P., Blanton, M. L., Cobb, P., Franke, M. L., Kaput, J., & McClain, K. (2004). Scaling up innovative practices in mathematics and science (Research report). Madison: National Center for Improving Student Learning and Achievement in Mathematics and Science.
3. Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in education research. Educational Researcher, 32(1), 9-13.
4. Cobb, P., Zhao, Q., & Dean, C. (2009). Conducting design experiments to support teachers' learning: A reflection from the field. Journal of the Learning Sciences, 18(2), 165-199.
5. Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers' learning. The Elementary School Journal, 103(3), 287-311.
6. Confrey, J., Strutchens, M. E., Battista, M., Smith, M. S., King, K. D., Sutton, J. T., et al. (2008). Situating research on curricular change. Journal for Research in Mathematics Education, 39(2), 102-112.
7. diSessa, A., & Cobb, P. (2004). Ontological innovation and the role of theory in design experiments. Journal of the Learning Sciences, 13(1), 77-103.
8. Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 3-17). Boston: Kluwer Academic Publishers.
9. Gravemeijer, K. (1994). Educational development and developmental research in mathematics education. Journal for Research in Mathematics Education, 25(5), 443-471.
10. Gravemeijer, K. (2004). Local instruction theories as means of support for teachers in reform mathematics education. Mathematical Thinking and Learning, 6(2), 105-128.
11. Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
12. Hiebert, J., Gallimore, R., Garnier, H., Givvin, K. B., Hollingsworth, H., Jacobs, J., et al. (2003). Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study. Washington: National Centre for Education Statistics, U. S. Department of Education.
13. Hill, H., Ball, D. L., & Schilling, S. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400.
14. Hill, H., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.
15. Lampert, M. (1990). When the problem is not the question and the solution is not the answer: mathematical knowing and teaching. American Educational Research Journal, 27(1), 29-63.
16. Lappan, G., & Phillips, E. (2009). A designer speaks. Educational Designer, 1(3). Retrieved from http://www. educationaldesigner. org/ed/volume1/issue3/article11.
17. Lappan, G., Fey, J. T., Fitzgerald, W. M., Friel, S. N., & Phillips, E. D. (1998). Connected Mathematics. Palo Alto: Dale Seymour Publications.
18. Lappan, G., Fey, J. T., Fitzgerald, W. M., Friel, S. N., & Phillips, E. D. (2006). Connected mathematics 2. Boston: Prentice Hall.
19. Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3-14.
20. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 133-144). Boston: Kluwer Academic Publishers.
21. Remillard, J. T., & Bryans, M. B. (2004). Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning. Journal for Research in Mathematics Education, 35(5), 352-388.
22. Schoenfeld, A. (2006). What doesn't work: The challenge and failure of the What Works Clearinghouse to conduct meaningful reviews of studies of mathematics curricula. Educational Researcher, 35(2), 13-21.
23. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
24. Simon, M., & Tzur, R. (1999). Explicating the teachers' perspective from the researcher' perspectives: Generating accounts of mathematics teachers' practice. Journal for Research in Mathematics Education, 30(3), 252-264.
25. Stein, M. K., Grover, B. W., & Henningsen, M. A. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488.
26. Stylianides, G. J. (2009). Reasoning-and-proving in school mathematics textbooks. Mathematical Thinking and Learning, 11(4), 258-288.
27. Sullivan, P., Clarke, D., & Clarke, B. (2009). Converting mathematics tasks to learning opportunities: An important aspect of knowledge for mathematics teaching. Mathematics Education Research Journal, 21(1), 85-105.
28. TERC. (1998). Investigations in Number, Data, and Space. Menlo Park: Dale Seymour.
29. van den Heuvel-Panhuizen, M. (2003). The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage. Educational Studies in Mathematics, 54, 9-35.
30. van den Heuvel-Panhuizen, M. (2008). Learning from "Didactikids:" An impetus for revisiting the empty number line. Mathematics Education Research Journal, 20(3), 6-31.
31. Vincent, J., & Stacey, K. (2008). Do mathematics textbooks cultivate shallow teaching? Applying the TIMSS video study criteria to Australian eighth-grade textbooks. Mathematics Education Research Journal, 20(1), 82-107.