This project focuses on the creation of the initial functionality for a dynamic microworld, Proportions Playground, designed to support teachers in developing a coherent understanding of proportional reasoning. The Proportions Playground project seeks to both develop a unique pilot software application for the iPad and explore how it supports teachers in developing a coherent, robust definition of proportions.
Organization/Institution:
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Orrill, C. H., Copur-Gencturk, Y., Cohen, A., & Templin, J. (2020). Revisiting purpose and conceptualization in the design of assessments for teachers of mathematics. Research in Mathematics Education.*
- Weiland, T., Orrill, C. H., Nagar, G. G., Brown, R. E., & Burke, J. (accepted). Defining and operationalizing a robust understanding of proportional reasoning for teaching. Journal of Mathematics Teacher Education.
- Brown, R. E., Weiland, T., & Orrill, C. H. (2019). Mathematics teachers’ use of knowledge resources when identifying proportional situations. International Journal of Science and Mathematics Education.
- Williams-Pierce, C., Plaxco, D., Reimer, P. N., Simpson, A., Orrill, C. H., Burke, J. P., Sinclair, N., Guyevskey, V., Ellis, A. B., & Dogan, M. F. (2019). Mathematical play: Across ages, context, and content. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1979-1990). St Louis, MO: University of Missouri.
- Orrill, C. H., Brown, R. E., Burke, J. P., Epstein, M., & Harper, A. (2019). Quantity: It may not be as easy as it appears. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 777-778). St Louis, MO: University of Missouri.