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A math teacher’s participation in a classroom design research: teaching of ratio and proportion
Date
2019-02-10
Author
Ayan Civak, Rukiye
Işıksal Bostan, Mine
Stephan, Mıchelle
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The purpose of this study is to explore how a mathematics teacher contributed to a classroom design research and how this contribution promoted student learning and the establishment of students’ mathematical practices of linking composite units and iterating linked composites, which is the basis for proportional reasoning. In this classroom design research study, a classroom learning trajectory and related instructional sequence were formulated based on the theory of Realistic Mathematics Education and implemented by the teacher. Findings showed that the teacher contributed to the design research in each phase, and her contributions promoted students’ mathematical practices regarding linking composite units and iterating composite units.
URI
https://hal.archives-ouvertes.fr/hal-02430031/
https://hdl.handle.net/11511/77001
Collections
Department of Secondary Science and Mathematics Education, Conference / Seminar
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R. Ayan Civak, M. Işıksal Bostan, and M. Stephan, “A math teacher’s participation in a classroom design research: teaching of ratio and proportion,” 2019, Accessed: 00, 2021. [Online]. Available: https://hal.archives-ouvertes.fr/hal-02430031/.
