We describe the first phase of a study aimed at developing video-based instructional modules for secondary mathematics teachers. We began by consulting the literature on figural pattern tasks (c.f. Rivera, 2010) and teachers’ ability to interpret student work (c.f. El Mouhayar & Jurdak, 2012). Interpreting student work on figural pattern tasks requires awareness of different problem solving strategies, such as recursive and constructive, and how students might use them with tasks that require different levels of generalization (El Mouhayar & Jurdak, 2012).
This document was originally published in Proceedings: Thirty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education by International Group of the Psychology of Mathematics Education. Copyright restrictions may apply.
Available at: http://works.bepress.com/laurie_cavey/20/