Nathan & Koedinger (2000) C&I - Revision history

imported>Raymond Johnson: italics in APA

2016-07-16T04:29:58Z

italics in APA

← Older revision		Revision as of 04:29, 16 July 2016
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	==Corrolary==		==Corrolary==
	;APA		;APA
	: Nathan, M. J., & Koedinger, K. R. (2000). An investigation of teachers' beliefs of students' algebra development. Cognition and Instruction, 18(2), 209–237. http://doi.org/10.1207/S1532690XCI1802_03		: Nathan, M. J., & Koedinger, K. R. (2000). An investigation of teachers' beliefs of students' algebra development. ''Cognition and Instruction, 18''(2), 209–237. http://doi.org/10.1207/S1532690XCI1802_03
	;BibTeX		;BibTeX
	<pre>		<pre>

imported>Raymond Johnson: added outline of headings

2016-07-15T23:30:45Z

added outline of headings

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 ==Abstract==
 Elementary, middle, and high school mathematics teachers (N = 105) ranked a set of mathematics problems based on expectations of their relative problem-solving difficulty. Teachers also rated their levels of agreement to a variety of reform-based statements on teaching and learning mathematics. Analyses suggest that teachers hold a symbol precedence view of student mathematical development, wherein arithmetic reasoning strictly precedes algebraic reasoning, and symbolic problem-solving develops prior to verbal reasoning. High school teachers were most likely to hold the symbol-precedence view and made the poorest predictions of students' performances, whereas middle school teachers' predictions were most accurate. The discord between teachers' reform-based beliefs and their instructional decisions appears to be influenced by textbook organization, which institutionalizes the symbol-precedence view. Because of their extensive content training, high school teachers may be particularly susceptible to an expert blindspot, whereby they overestimate the accessibility of symbol-based representations and procedures for students' learning introductory algebra.
 ==Corrolary==

imported>Raymond Johnson: new page

2016-07-15T23:24:55Z

new page

New page

{{Title|An Investigation of Teachers' Beliefs of Students' Algebra Development}}
__NOTOC__
* Authors: [[Mitchell Nathan|Mitchell J. Nathan]] and [[Kenneth Koedinger|Kenneth R. Koedinger]]
* Journal: [[Cognition and Instruction]]
* Year: 2000
* Source: http://www.tandfonline.com/doi/abs/10.1207/S1532690XCI1802_03

==Abstract==
Elementary, middle, and high school mathematics teachers (N = 105) ranked a set of mathematics problems based on expectations of their relative problem-solving difficulty. Teachers also rated their levels of agreement to a variety of reform-based statements on teaching and learning mathematics. Analyses suggest that teachers hold a symbol precedence view of student mathematical development, wherein arithmetic reasoning strictly precedes algebraic reasoning, and symbolic problem-solving develops prior to verbal reasoning. High school teachers were most likely to hold the symbol-precedence view and made the poorest predictions of students' performances, whereas middle school teachers' predictions were most accurate. The discord between teachers' reform-based beliefs and their instructional decisions appears to be influenced by textbook organization, which institutionalizes the symbol-precedence view. Because of their extensive content training, high school teachers may be particularly susceptible to an expert blindspot, whereby they overestimate the accessibility of symbol-based representations and procedures for students' learning introductory algebra.

==Corrolary==
;APA
: Nathan, M. J., & Koedinger, K. R. (2000). An investigation of teachers' beliefs of students' algebra development. Cognition and Instruction, 18(2), 209–237. http://doi.org/10.1207/S1532690XCI1802_03
;BibTeX
<pre>
@article{Nathan2000b,
author = {Nathan, Mitchell J. and Koedinger, Kenneth R.},
doi = {10.1207/S1532690XCI1802_03},
journal = {Cognition and Instruction},
number = {2},
pages = {209--237},
title = {{An investigation of teachers' beliefs of students' algebra development}},
url = {http://www.tandfonline.com/doi/abs/10.1207/S1532690XCI1802{\_}03},
volume = {18},
year = {2000}
}
</pre>

[[Category:Journal Articles]]
[[Category:Cognition and Instruction]]
[[Category:2000]]
[[Category:Beliefs]]