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A three-year project in which researchers will closely follow a cohort of 160 students from Grade 6 through Grade 8 to increase understanding of the longitudinal cognitive and social processes related to young adolescents' learning of rational numbers. The research aims to uncover the mechanisms by which middle-grade adolescents develop new skills and knowledge related to rational number and proportion. The researchers will also develop insight into the ways in which classroom discourse - especially teacher questioning techniques and use of representational tools and systems - affect students' ability to think about, represent, and communicate their evolving understanding of the mathematics. Over time, the project will develop models of rational number development that can be integrated into teacher preparation and development programs. The project's work will be carried out in two urban Phoenix school districts, where administrators can immediately factor the new research insights into teachers' professional development programs. Beyond its theoretical significance, the ROLE project thus also has the potential to effect important practical reforms in the preparation and classroom practice of middle school mathematics teachers.
PI: Jim Middleton.
Co-PIs: Alfinio Flores, Marilyn Carlson, Jae Meen Baek, Robert Atkinson.
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