Hannah Connell
Pronouns: she/her/hers
Research Mentor(s): Patricio Herbst
Co-Presenter: Luna, Jorge
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: Amanda Brown, Hannah Connell
Presenter: 113
Abstract
This research project conducts an analysis on secondary data collected from secondary algebra 1 teachers on their decision making processes and how they respond when a student presents a non-canonical solution to either a word problem or an equation. The data was collected from a sample of 524 secondary mathematics teachers across the United States in the form of two scenario-based questionnaires. There were eight different scenarios, four involving solving equations, and four involving solving word problems, all of which featured a student presenting a non-canonical solution to the class, followed by a prompt to the participant to see how they would respond to the presented work, and why they would respond that way. Participants’ decisions about how to respond to the non-canonical work were coded into one of the following categories: compliance with the norm, repairing the task, repairing the situation, other, no action, or multiple actions (Milewski et al, 2021). Participants’ justifications for those decisions were coded as appealing to either one of the four professional obligations to the discipline, individual, interpersonal, and institution or to one of the norms of the situation (Herbst & Chazan, 2012). Combining the two coding schemes, we seek to understand how teachers’ decisions to attend to or dismiss non-canonical work is associated with the different sources of justification. We hypothesize that the decision to attend to students’ non-canonical approaches is more likely to appeal to one of the four obligations, while the decision to dismiss such work is more likely to be accompanied with appeals to the norms of the situation.
Engineering, Arts and Humanities, Interdisciplinary, Social Sciences
