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3 results on '"Musgrave, Stacy"'

1. Characterizing Secondary Teachers' Structural Reasoning

Author

Musgrave, Stacy, Byerley, Cameron, Hatfield, Neil, Joshua, Surani, and Yoon, Hyunkyoung

Abstract

The Common Core State Standards for Mathematical Practice asks students to look for and make use of structure. Hence, mathematics teacher educators need to prepare teachers to support students' structural reasoning. In this article, we present tasks and rubrics designed and validated to characterize teachers' structural reasoning for the purposes of professional development. Initially, tasks were designed and improved using interviews and small pilot studies. Next, we gave written structure tasks to over 600 teachers in two countries and developed and validated rubrics to categorize responses. Our work contributes to the preparation and support of mathematics teachers as they develop their own structural reasoning and their ability to help students develop structural reasoning.

Published
2023
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2. Function Notation as an Idiom

Author

Musgrave, Stacy and Thompson, Patrick W.

Abstract

Functions play a large role in mathematics education beginning in middle school. The aim of this paper is to investigate the meaning teachers hold for function notation; namely, we suggest that many teachers view function notation as a four-character idiom consisting of function name, parenthesis, variable and parenthesis. Many of the teachers who engaged in tasks aimed at exploring teachers' meanings for function notation responded in a manner suggestive of viewing function notation idiomatically [For the complete proceedings, see ED597799.]

Published
2014

3. Pre-Service Teachers' Meanings and Non-Canonical Graphs

Author

Moore, Kevin C., Liss, David R., II, Silverman, Jason, Paoletti, Teo, LaForest, Kevin R., and Musgrave, Stacy

Abstract

Research continues to illustrate the important role of covariational and quantitative reasoning in the context of function and graphing. The same body of literature has emphasized that students and teachers often construct meanings for function and graphing that do not foreground these reasoning processes. In order to gain deeper insights into such meanings, we conducted clinical interviews with ten pre-service secondary teachers. In the present work, we illustrate the construct of shape thinking in relation to their graphing activity during the clinical interviews. We draw particular attention to the implications of shape thinking, including constraints generated by meanings rooted in such thinking, when confronted with noncanonical situations. [For the complete proceedings, see ED584443.]

Published
2013

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