Factors That Influence Teachers Learning to Do Interviews to Understand Students' Mathematical Understandings

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 under...

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Bibliographic Details
Published in:Educational studies in mathematics 1998-01, Vol.37 (3), p.223-249
Main Authors: Heid, M. Kathleen, Blume, Glendon W., Zbiek, Rose Mary, Edwards, Barbara S.
Format: Article
Language:English
Subjects:
Interviews
Mathematical functions
Mathematical knowledge
Mathematics curricula
Mathematics education
Mathematics teachers
Recorded interviews
Student interviews
Teachers
Technology
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Summary: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.
ISSN:0013-1954
1573-0816
DOI:10.1023/A:1003657820047