External conceptual resources support teachers' pedagogical judgment by affording richer representations and more productive problem frames¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In two focal debrief episodes, external conceptual resources afforded richer representational infrastructure and more productive problem frames, increasing alignment among pedagogical action, reasoning, and responsibility. → Ehrenfeld 2020

Evidence¶

Ehrenfeld 2020¶

Ehrenfeld, N., McGugan, K. S., Marshall, S. A., & Garner, B. (2020). Reconciling local contexts and external conceptual resources in mathematics teachers' collaborative sensemaking. In Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of PME-NA. doi:10.51272/pmena.42.2020-295

q2 · i? · qualitative · r2

Qualitative discourse analysis of two comparative case-study debrief episodes (Noether High School and Rees Middle School) drawn from a research-practice partnership; the authors' cross-case summary states resources "supported the development of teachers' pedagogical judgment" via richer representations and productive frames.

"external conceptual resources supported the development of teachers' pedagogical judgment by affording richer representational infrastructure and more productive problem frames, which in turn increased alignment among teachers' pedagogical action, reasoning, and responsibility."

Discussion¶

Related Claims¶

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