Practices Project

Purpose

To investigate middle and high school mathematics teachers' knowledge and interpretations of the Common Core standards for mathematical practice and to explore those practices in the enacted curriculum.


Principal Investigator

Samuel Otten

 

Research Assistants

Chris Engledowl

Vickie Spain

Ruveyda Karaman

 

Funding

University of Missouri System Research Board

University of Missouri, Columbia, Research Council


Articles

Otten, S., Keazer, L., & Karaman, R. (2017). Teachers' talk about the mathematical practice of attending to precision. Journal of Mathematics Teacher Education.

Otten, S., Bleiler-Baxter, S. K., & Engledowl, C. (2017). Authority and whole-class proving in high school geometry: The case of Ms. Finley. Journal of Mathematical Behavior, 46, 112-127. doi: 10.1016/j.jmathb.2017.04.002

Otten, S., Engledowl, C., & Spain, V. (2015). Univocal and dialogic discourse in secondary mathematics classrooms: The case of attending to precision. ZDM - The International Journal on Mathematics Education, 47, 1285-1298. doi: 10.1007/s11858-015-0725-0

Otten, S., Engledowl, C., & Spain, V. (2014). Tasks and talk moves that promote student reasoning. Mathematics in Michigan, 47(1), 20-24.

Otten, S., & Engledowl, C. (2015). Attending to precision and revisiting definitions. Mathematics in Michigan, 48(2), 10-13. [Free version]

Engledowl, C., & Otten, S. (2015). Attending to precision: A gateway to other practices. Mathematics in Michigan, 48(2), 18-22.


 

Based on the book by Koestler, Felton, Bieda, & Otten, published by the National Council of Teachers of Mathematics.

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