## PurposeTo 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 InvestigatorSamuel Otten
## Research AssistantsChris Engledowl Vickie Spain Ruveyda Karaman
## FundingUniversity of Missouri System Research Board University of Missouri, Columbia, Research Council ## ArticlesOtten, 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.2017.04.002Otten, 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/s11858-015-0725-0Otten, 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. |