Educational Studies in Mathematics

, Volume 37, Issue 3, pp 223–249 | Cite as

Factors that influence teachers learning to do interviews to understand students' mathematical understandings

  • M. Kathleen Heid
  • Glendon W. Blume
  • Rose Mary Zbiek
  • Barbara S. Edwards
Article

Abstract

Understanding students' understanding of mathematical ideas can inform mathematics teaching, and task-based interviews are one way in which teachers can learn more about their students' understandings. The CIME project was designed to empower mathematics teachers to use interviews to understand their students' mathematical understandings as well as to prepare teachers to use technology-intensive curricula. This study examined the influences on three high school mathematics teachers as they learned to use task-based interviews to understand students' mathematical understandings. The areas of teacher knowledge and conceptions that influenced the teachers we studied were: teachers' mathematical understandings and knowledge of technology and the perceived importance of curriculum topics; teachers' views of knowing mathematics; teachers' perceptions of students' characteristics and needs; and teachers' perceptions of interviewing and the role of questioning in interviews.

Keywords

Mathematics Teacher Prospective Teacher Mathematics Classroom Mathematical Idea Student Understanding 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Kluwer Academic Publishers 1998

Authors and Affiliations

  • M. Kathleen Heid
    • 1
  • Glendon W. Blume
    • 1
  • Rose Mary Zbiek
    • 2
  • Barbara S. Edwards
    • 3
  1. 1.Department of Curriculum and InstructionThe Pennsylvania State UniversityU.S.A
  2. 2.Department of Mathematics and Department of Curriculum and InstructionThe University of IowaIowa CityU.S.A
  3. 3.Department of MathematicsOregon State UniversityCorvallisU.S.A

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