Chandra Orrill

People

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.
University of Massachusetts, Dartmouth (UMass Dartmouth)
09/01/2016

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.

University of Southern California (USC)
09/01/2018

This project seeks to measure the kinds of knowledge developed in professional development (PD) programs that have been shown to matter for teachers' classroom practices and their students' learning. The project aims to develop an assessment that identifies patterns in the teachers' learning in a way that helps drive subsequent PD.The overall goal of this project is to pursue a potentially transformative approach to the assessment of teacher proportional knowledge by developing a measure that is well aligned with the content and skills taught in various PD programs.