Roberta Rci - Academia.edu (original) (raw)
Papers by Roberta Rci
... Pirie, SEB (1988). Understanding-Instrumental, relational, formal, intuitive How can we know... more ... Pirie, SEB (1988). Understanding-Instrumental, relational, formal, intuitive How can we know? For the Learning of Mathematics 8 (3), 2-6. Pirie, SEB & Kieren, TE (1994). ... 225-230). Philadelphia: Psychology Press. Schorr, RY, Epstein, YM, Warner, LB, & Arias, CC (in press). ...
education.indiana.edu
ABSTRACT: We focus on the ways in which two middle school teachers interacted with their students... more ABSTRACT: We focus on the ways in which two middle school teachers interacted with their students in order to help them build mathematical ideas. Our analysis is based upon classroom visits and video-data accumulated over the course of 4 years during which the ...
International Perspectives on the Teaching and Learning of Mathematical Modelling, 2013
Proceedings of the …, 2007
We propose the concept of an "archetypal affective structure" based upon our observations of urba... more We propose the concept of an "archetypal affective structure" based upon our observations of urban mathematics classrooms and interviews with students and teachers. An archetypal affective structure refers to a recurring pattern that is a kind of behavioral/affective/social constellation. Such structures include typical patterns of behavior, indicative of affective pathways that have important cognitive interpretations and implications by students. In this paper, we document a particular archetypal affective structure that underscores our hypothesis that at times, the motivation to maintain "face" can become stronger than the motivation to engage in mathematical inquiry.
International Perspectives on the Teaching and Learning of Mathematical Modelling, 2013
education.indiana.edu
ABSTRACT: We focus on the ways in which two middle school teachers interacted with their students... more ABSTRACT: We focus on the ways in which two middle school teachers interacted with their students in order to help them build mathematical ideas. Our analysis is based upon classroom visits and video-data accumulated over the course of 4 years during which the ...
... Pirie, SEB (1988). Understanding-Instrumental, relational, formal, intuitive How can we know... more ... Pirie, SEB (1988). Understanding-Instrumental, relational, formal, intuitive How can we know? For the Learning of Mathematics 8 (3), 2-6. Pirie, SEB & Kieren, TE (1994). ... 225-230). Philadelphia: Psychology Press. Schorr, RY, Epstein, YM, Warner, LB, & Arias, CC (in press). ...
emphasis on the ways in which the students moved toward increasingly abstract representations and... more emphasis on the ways in which the students moved toward increasingly abstract representations and generalizations.We document advances or changes in students’ representational fluency, or facility with generalizations and abstractions, how teacher interventions impact this, and how the corresponding changes in students impacts teachers.
The purpose of this paper is to document when and how the use of clinical interviews may have imp... more The purpose of this paper is to document when and how the use of clinical interviews may have impacted a prospective teacher enrolled in a mathematics methods course within an elementary education certification program. In particular, we present changes or shifts in the ways in which she: (1) reflected on the clinical interview videos she viewed (using VITAL software); and, (2) applied the ideas to her own clinical interviews with young children. Preliminary results point to an increased sophistication in the nature of observations made about the children in the VITAL videos. In addition, there is a progression in the ways in which this teacher was able to follow student thinking and ask follow-up/extension questions while conducting her own interviews.
… mathematics education in …, 2007
Journal for Research in Mathematics Education, 2003
Conflicting findings about the effects of state testing on mathematics teaching have a number of ... more Conflicting findings about the effects of state testing on mathematics teaching have a number of roots, including the strong ideological positions of advocates and opponents of state tests and the fact that state policies vary such that one is likely to find different results in different states. The pressure that students, teachers, and administrators may feel toward high test scores and the opportunities that teachers and administrators may have regarding related professional development can also confound findings on the effects of tests on actual classroom teaching. This article describes the teaching practices of fourth-grade teachers in New Jersey, a state with a fourth-grade mathematics test designed to be aligned with state and national standards. The intent of this test is to challenge conventional practice. However, there is a lack of strong pressure to produce high test scores or effective guidance on the kinds of learning opportunities that must complement those tests in order to lead to fundamental change in teaching. Through interviews and observations of 63 teachers, we found that the teachers reported that they changed their practices in ways compatible with state and national standards and the test. For example, they reported asking their students to solve more open-ended problems and to explain their thinking. However, direct observations suggested that teachers have adopted specific strategies without changing their basic instructional approach. The results from our investigation suggest that in the absence of effective professional development, testing leads to minimal changes in teaching practice.
Teachers College Record, 2002
Teachers College Record, 2002
... Pirie, SEB (1988). Understanding-Instrumental, relational, formal, intuitive How can we know... more ... Pirie, SEB (1988). Understanding-Instrumental, relational, formal, intuitive How can we know? For the Learning of Mathematics 8 (3), 2-6. Pirie, SEB & Kieren, TE (1994). ... 225-230). Philadelphia: Psychology Press. Schorr, RY, Epstein, YM, Warner, LB, & Arias, CC (in press). ...
education.indiana.edu
ABSTRACT: We focus on the ways in which two middle school teachers interacted with their students... more ABSTRACT: We focus on the ways in which two middle school teachers interacted with their students in order to help them build mathematical ideas. Our analysis is based upon classroom visits and video-data accumulated over the course of 4 years during which the ...
International Perspectives on the Teaching and Learning of Mathematical Modelling, 2013
Proceedings of the …, 2007
We propose the concept of an "archetypal affective structure" based upon our observations of urba... more We propose the concept of an "archetypal affective structure" based upon our observations of urban mathematics classrooms and interviews with students and teachers. An archetypal affective structure refers to a recurring pattern that is a kind of behavioral/affective/social constellation. Such structures include typical patterns of behavior, indicative of affective pathways that have important cognitive interpretations and implications by students. In this paper, we document a particular archetypal affective structure that underscores our hypothesis that at times, the motivation to maintain "face" can become stronger than the motivation to engage in mathematical inquiry.
International Perspectives on the Teaching and Learning of Mathematical Modelling, 2013
education.indiana.edu
ABSTRACT: We focus on the ways in which two middle school teachers interacted with their students... more ABSTRACT: We focus on the ways in which two middle school teachers interacted with their students in order to help them build mathematical ideas. Our analysis is based upon classroom visits and video-data accumulated over the course of 4 years during which the ...
... Pirie, SEB (1988). Understanding-Instrumental, relational, formal, intuitive How can we know... more ... Pirie, SEB (1988). Understanding-Instrumental, relational, formal, intuitive How can we know? For the Learning of Mathematics 8 (3), 2-6. Pirie, SEB & Kieren, TE (1994). ... 225-230). Philadelphia: Psychology Press. Schorr, RY, Epstein, YM, Warner, LB, & Arias, CC (in press). ...
emphasis on the ways in which the students moved toward increasingly abstract representations and... more emphasis on the ways in which the students moved toward increasingly abstract representations and generalizations.We document advances or changes in students’ representational fluency, or facility with generalizations and abstractions, how teacher interventions impact this, and how the corresponding changes in students impacts teachers.
The purpose of this paper is to document when and how the use of clinical interviews may have imp... more The purpose of this paper is to document when and how the use of clinical interviews may have impacted a prospective teacher enrolled in a mathematics methods course within an elementary education certification program. In particular, we present changes or shifts in the ways in which she: (1) reflected on the clinical interview videos she viewed (using VITAL software); and, (2) applied the ideas to her own clinical interviews with young children. Preliminary results point to an increased sophistication in the nature of observations made about the children in the VITAL videos. In addition, there is a progression in the ways in which this teacher was able to follow student thinking and ask follow-up/extension questions while conducting her own interviews.
… mathematics education in …, 2007
Journal for Research in Mathematics Education, 2003
Conflicting findings about the effects of state testing on mathematics teaching have a number of ... more Conflicting findings about the effects of state testing on mathematics teaching have a number of roots, including the strong ideological positions of advocates and opponents of state tests and the fact that state policies vary such that one is likely to find different results in different states. The pressure that students, teachers, and administrators may feel toward high test scores and the opportunities that teachers and administrators may have regarding related professional development can also confound findings on the effects of tests on actual classroom teaching. This article describes the teaching practices of fourth-grade teachers in New Jersey, a state with a fourth-grade mathematics test designed to be aligned with state and national standards. The intent of this test is to challenge conventional practice. However, there is a lack of strong pressure to produce high test scores or effective guidance on the kinds of learning opportunities that must complement those tests in order to lead to fundamental change in teaching. Through interviews and observations of 63 teachers, we found that the teachers reported that they changed their practices in ways compatible with state and national standards and the test. For example, they reported asking their students to solve more open-ended problems and to explain their thinking. However, direct observations suggested that teachers have adopted specific strategies without changing their basic instructional approach. The results from our investigation suggest that in the absence of effective professional development, testing leads to minimal changes in teaching practice.
Teachers College Record, 2002
Teachers College Record, 2002