Middle grade teachers' learning through students' engagement with modeling tasks

Doerr, Helen M. & English, Lyn D. (2006) Middle grade teachers' learning through students' engagement with modeling tasks. Journal of Mathematics Teacher Education, 9(1), pp. 5-32.

[img] Published Version (PDF 226kB)
Access restricted – see additional information.

View at publisher


We report on how two middle-grade teachers supported their students' mathematical reasoning within the context of a novel modeling task in data analysis. We examine how the task features supported the development of teachers' knowledge as their students engaged with the task. Analyses of the teachers' practices suggest that the task features enabled teachers: (a) to develop new understandings of the mathematical content and the ways in which student ideas develop and are represented; (b) to adopt new roles in their interactions with the students, including a focus on listening and observing, and on asking questions for understanding and clarification; and c) to engage in forms of interpretative listening that shifted the role of evaluation from the teacher to the student.

Impact and interest:

18 citations in Scopus
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

201 since deposited on 23 Feb 2009
49 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 18040
Item Type: Journal Article
Refereed: No
Additional Information: Self-archiving of the publisher-version is not yet supported by this publisher. For more information, please refer to the journal’s website (see hypertext link) or contact the author.
Keywords: Teacher development, Teacher learning, Modeling, Task features, Middle grades
DOI: 10.1007/s10857-006-9004-x
ISSN: 1386-4416
Divisions: Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2006 Springer Science + Business Media
Deposited On: 23 Feb 2009 04:20
Last Modified: 25 Mar 2013 08:08

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page