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Conventions, habits, and U.S. teachers’ meanings for graphs
Journal article   Peer reviewed

Conventions, habits, and U.S. teachers’ meanings for graphs

Kevin C. Moore, Jason Silverman, Teo Paoletti, Dave Liss and Stacy Musgrave
The Journal of mathematical behavior, v 53, pp 179-195
Mar 2019
DOI: https://doi.org/10.1016/j.jmathb.2018.08.002
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

Conventions Function Graphs Quantitative reasoning
• We examine the relationship between teacher meanings and conventions. • Teachers often do not dissociate conventions from logico-mathematical operations. • We provide implications for teaching in relation to conventions of graphing. In this paper, we use relevant literature and data to motivate a more detailed look into relationships between what we perceive to be conventions common to United States (U.S.) school mathematics and individuals’ meanings for graphs and related topics. Specifically, we draw on data from pre-service (PST) and in-service (IST) teachers to characterize such relationships. We use PSTs’ responses during clinical interviews to illustrate three themes: (a) some PSTs’ responses implied practices we perceive to be conventions of U.S. school mathematics were instead inherent aspects of PSTs’ meanings; (b) some PSTs’ responses implied they understood certain practices in U.S. school mathematics as customary choices not necessary to represent particular mathematical ideas; and (c) some PSTs’ responses exhibited what we or they perceived to be contradictory actions and claims. We then compare our PST findings to data collected with ISTs.

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19 citations in Web of Science
13 citations in Scopus

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Collaboration types
Domestic collaboration
Web of Science research areas
Education & Educational Research
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