Secondary mathematics teachers’ meanings for measure, slope, and rate of change

Cameron Byerley, Patrick Thompson

Research output: Contribution to journalArticlepeer-review

18 Scopus citations

Abstract

This article reports an investigation of 251 high school mathematics teachers’ meanings for slope, measurement, and rate of change. The data was collected with a validated written instrument designed to diagnose teachers' mathematical meanings. Most teachers conveyed primarily additive and formulaic meanings for slope and rate of change on written items. Few teachers conveyed that a rate of change compares the relative sizes of changes in two quantities. Teachers’ weak measurement schemes were associated with limited meanings for rate of change. Overall, the data suggests that rate of change should be a topic of targeted professional development.

Original languageEnglish (US)
Pages (from-to)168-193
Number of pages26
JournalJournal of Mathematical Behavior
Volume48
DOIs
StatePublished - Dec 2017

Keywords

  • Diagnostic assessment
  • Mathematical knowledge for teaching
  • Mathematical meanings for teaching
  • Rate of change
  • Secondary teachers

ASJC Scopus subject areas

  • Education
  • Applied Psychology
  • Applied Mathematics

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