Abstract by Josephine Bastian
6 Aspects of Curricular Reasoning
This study explores the thought process a mathematics teacher follows in making decisions regarding the planning and implementation of his/her lesson. Roth McDuffie, Wohlhunter, and Breyfogle (2012) identified three core aspects of curricular reasoning: (1) effective teaching occurs when a teacher recognizes students’ understanding of the mathematics, (2) sees how mathematical concepts fit together, and (3) conducts post-lesson reflection on teaching and learning. We have advanced these core aspects of curricular reasoning with the identification of three additional categories that have been defined and operational in our analysis of pre- and post-interviews and lesson observations of experienced middle school mathematics teachers. The purpose of this study is to use these aspects to develop a taxonomy of middle grades mathematics teachers’ curricular reasoning.