Secondary teachers’ meanings for function notation in the United States and South Korea

Yoon, Hyunkyoung; Thompson, Patrick W

doi:10.1016/j.jmathb.2020.100804

Cited by 7 publications

(2 citation statements)

References 16 publications

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“…Another significant contribution is the diagnostic assessment of teachers' mathematical meanings called Mathematical Meanings for Teaching secondary mathematics (MMTsm; Thompson, 2015). This assessment has a very detailed rubric to score students' quantitative and covariational reasoning and has been used with both US and Korean teachers (Yoon & Thompson, 2020). In on the other hand, the investigation of US teachers' attitudes to reason in a covariational manner was conducted through the development of a specific scoring rubric based on the features of graphs that teachers were asked to sketch.…”

Section: Assessment Of Covariationmentioning

confidence: 99%

Assessing covariation as a form of conceptual understanding through comparative judgement

2022

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This paper focuses on the importance of covariational reasoning within the processes of mathematics teaching and learning. Despite the internationally recognized relevance of covariation, research shows that only a small percentage of students and teachers is able to adopt covariational reasoning and the majority of mathematics curricula do not contain explicit references to covariational skills. In particular, when covariational reasoning manifests as conceptual knowledge, it becomes challenging to assess, and the need for innovative methods of assessment emerges; there is a need for suitable assessment to highlight the characteristics of covariation and capture the various features that characterize conceptual understanding. Comparative judgement (CJ) is an innovative assessment method based on collective expert judgements of students’ work rather than requiring scoring rubrics. Due to its holistic approach, CJ is particularly suitable for assessing complex mathematical competencies, and, as we shall see in this study, it proved to be appropriate for the covariation’s assessment. In details, our study aims to investigate the perception and relevance attributed by mathematics teachers to covariation as a theoretical construct and the way CJ can help in the assessment of covariational reasoning skills underlying a less structured modelling task.

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Section: Assessment Of Covariationmentioning

confidence: 99%

Assessing covariation as a form of conceptual understanding through comparative judgement

2022

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“… 1 We acknowledge that defining a scheme as productive or unproductive can depend on context. For example, Yoon and Thompson (2020) defined productive meanings for teaching as meanings a teacher holds that would be productive for students’ long-term learning were the teacher to convey them. Due to our focus on citizens’ interpretation of COVID-19 data, we find it important to speak of productivity in terms of an individual’s ability to make sense of common representations of COVID-19 data that is consistent with the data represented.…”

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confidence: 99%