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.