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 language | English (US) |
|---|---|
| Pages (from-to) | 2-24 |
| Number of pages | 23 |
| Journal | Journal for Research in Mathematics Education |
| Volume | 27 |
| Issue number | 1 |
| State | Published - 1996 |
| Externally published | Yes |
Fingerprint
ASJC Scopus subject areas
- Education
Cite this
Talking about rates conceptually, Part II : Mathematical knowledge for teaching. / Thompson, Alba G.; Thompson, Patrick W.
In: Journal for Research in Mathematics Education, Vol. 27, No. 1, 1996, p. 2-24.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Talking about rates conceptually, Part II
T2 - Mathematical knowledge for teaching
AU - Thompson, Alba G.
AU - Thompson, Patrick W.
PY - 1996
Y1 - 1996
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=1542438872&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=1542438872&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:1542438872
VL - 27
SP - 2
EP - 24
JO - Journal for Research in Mathematics Education
JF - Journal for Research in Mathematics Education
SN - 0021-8251
IS - 1
ER -