Please use this identifier to cite or link to this item:
|Title:||How do changes in teacher behaviors impact the linking of representations and generalizations in students?|
|Authors:||Warner, Lisa B.|
Schorr, Roberta Y.
|Publisher:||North American Chapter of the International Group for the Psychology of Mathematics Education|
|Citation:||Warner, L.B., Schorr, R.Y., Arias, C., Sanchez, L. & Endaya, F. (2006). How do changes in teacher behaviors impact the linking of representations and generalizations in students? Proceedings of the Twenty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Merida, Mexico, vol. 2, 647-652.|
|Abstract:||In the present study, we focus on the ways in which five urban middle school teachers interacted with their students in order to help them build representational fluency, with a particular emphasis on the ways in which the students moved toward increasingly abstract representations and generalizations. We document advances or changes in students’ representational fluency, or facility with generalizations and abstractions, how teacher interventions impact this, and how the corresponding changes in students impacts teachers.|
|Description:||This paper was presented at the Twenty Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education in Mérida, Yucatán, México.|
|Appears in Collections:||Education|
Files in This Item:
|Attachment R8.R-rrPMENAWarner et al 2006.pdf||paper||210.03 kB||Adobe PDF|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.