2013 Conference Proceedings - University of Nevada, Las Vegas

Table 3Classifications and Counts of Responses for Prompt 1Standard Classification Number of Times Identified1. Make sense of problemsand persevere in solvingthemPersevereMaking SenseChecking AnswersExplaining (Ability to)78742. Reason abstractly andquantitatively3. Construct viablearguments and critique thereasoning of others(Coherent) RepresentationsContextualize/DecontextualizeAbstract Thinking/ReasoningMeaning of QuantitiesCritiqueJustify Answers/ConclusionsDistinguish Correct and FlawedlogicListen/Read/AskConstruct Arguments7457345734. Model with mathematics Solve Problems in Everyday LifeAssumption, Approximation,Revision105Themes in the responses for Prompt 2 emerged as being either student oriented, or teacheroriented. That is, whether the action was something the teacher personally intended to take, or ifthe teacher’s response to the prompt implied action the teacher intended students to take.Responses categorized as student oriented were further analyzed, and themes emerged that eitherreflected a “student allowance” – a teacher action resulting in something the student would beallowed to do, or reflected a “student need, self-action, responsibility” – a teacher actionreflecting student action that is needed in order to meet the a particular SMP.Similarly, responses categorized as teacher oriented were further analyzed and themesemerged that either reflected “teacher assessment” – a student action the teacher would assess, orreflected “teacher pedagogical/instructional” – a specific action the teacher would take in regardto her or his pedagogical or instructional methods with respect to a particular SMP.Thus, four categories were used to classify the themes that emerged in the analysis ofresponses to Prompt 2. Table 4 presents the classification categories, and a sample teacherresponse to clarify categorizations is provided.Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 97