Talking about rates conceptually, Part II: Mathematical knowledge for teaching

Alba G. Thompson, Patrick W. Thompson

Research output: Contribution to journalArticle

70 Scopus citations

Abstract

Part I of this report (Thompson & Thompson, 1994) described the attempts of one teacher, Bill, to teach concepts of speed to one child, Ann. We analyzed sources of their eventual dysfunctional communication, concluding that Bill had encapsulated his deep understandings of rate and proportionality within his language for numbers and operations. Part II presents the session of the researcher, Pat, with Ann, analyzing his instructional actions in light of his agenda for having Ann build a scheme of operations by which to understand distance, time, and speed. We contrast Pat's agenda with Bill's, focusing on the mathematical knowledge that guided their instructional decisions and actions and briefly discuss implications for the preparation of teachers with regard to content knowledge.

Original languageEnglish (US)
Pages (from-to)2-24
Number of pages23
JournalJournal for Research in Mathematics Education
Volume27
Issue number1
DOIs
StatePublished - Jan 1 1996
Externally publishedYes

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education

Fingerprint Dive into the research topics of 'Talking about rates conceptually, Part II: Mathematical knowledge for teaching'. Together they form a unique fingerprint.

  • Cite this