Robert Beckemeyer
Pronouns: he/him
Research Mentor(s): Patricio Herbst
Co-Presenter:
Research Mentor School/College/Department: University of Michigan / Education
Presentation Date: April 20
Presentation Type: Poster
Session: Session 2 – 11am – 11:50am
Room: League Ballroom
Authors: Robert Beckemeyer, Andrew Spiteri, Amanda Brown, Mike Ion, Pat Herbst
Presenter: 115
Abstract
This research project aims to leverage secondary data to gain a better understanding about differences in the ways that secondary algebra 1 teachers make decisions about how to respond to students’ non-canonical solutions in the context of the situation of solving word problems and solving equations. Specifically, this project conducts analysis on a set of responses collected from 524 secondary mathematics teachers using two scenario-based questionnaires. These questionnaires engaged participants with eight different instructional scenarios (4 contextualized in the instructional situation of solving word problems, 4 contextualized in the instructional situation of solving equations) that each contain a student sharing publically non-cannonical solutions with the class. The scene ends just before the represented teacher is given a chance to respond to the student’s work, and participants are asked to describe what they would do and why. The actions are then coded into six categories that characterize the action as complying with the norm, repairing the task, repairing the situation, other, no action, or multiple actions. This coding leads to an analysis of how teachers treat different kinds of non-cannonical work in the situations of solving word problems and equations. Using quantitative analysis, we plan to explore the two situations in order to perceive whether there are differences in the ways the participants reason about how to handle students’ non-canonical approaches.
Engineering, Arts and Humanities, Interdisciplinary, Social Sciences
