Expert Blind Spot
Literature and annotations
expert blind spot, een Nederlands equivalent?
teacher subject-matter knowledge
Nathan & Petrosino 2003
Mitchell J. Nathan & Anthony Petrosino (2003). Expert blind spot among preservice teachers. American Educational Research Journal, 40, 905-928. pdf
Koedinger, K. R. & Nathan, M. J. (2004). The real story behind story problems: Effects of representations on quantitative reasoning. Journal of the Learning Sciences, 13(2), 129-164. [nog niet gevonden]
- from the abstract on Nathan’ homepage: Contrary to popular belief we found that students were more successful solving simple algebra story problems than solving mathematically equivalent equations. Contrary to notions of situated cognition, this result is not a consequence of situated world knowledge facilitating problem solving performance, but rather a consequence of difficulties with comprehending the formal symbolic representation of quantitative relations. These symbolic difficulties persist even when students can exhibit algebraic competence in reasoning with quantitative constraints that are presented in familiar, but situation-free, natural language.
Nathan, M. J. & Knuth, E. (2003). A study of whole classroom mathematical discourse and teacher change. Cognition and Instruction. 21(2), 175-207.
Nathan, M. J., Long, S. D., & Alibali, M. W. (2002). The symbol precedence view of mathematical development: A corpus analysis of the rhetorical structure of algebra textbooks. Discourse Processes, 33(1), 1-21.
Kenneth R. Koedinger, Martha W. Alibali, and Mitchell J. Nathan Trade-offs between grounded and abstract representations: Evidence from algebra problem solving.
- from the abstract on Nathan’ homepage This paper presents two experiments with college students solving more advanced problems. Subjects replicate the earlier “verbal advantage” on simpler problems, and show a “symbolic advantage” on more complex problems with multiple variables. The benefits of abstract representations emerge on these more complex problems – where we find students perform better at equations than the analogous story problems.
Nathan, M. J., and Koedinger, K. R. (2000). An investigation of teachers’ beliefs of students’ algebra development. Cognition and Instruction, 18(2), 209-237. pdf
Nathan, M. J., and Koedinger, K. R. (2000). Teachers’ and researchers’ beliefs about the development of algebraic reasoning. Journal for Research in Mathematics Education, 31, 168-190. preview
Teacher subject-matter knowledge
Celeste Alexander & Ed Fuller (2004). Does Teacher Certification Matter? Teacher Certification and Middle School Mathematics Achievement in Texas. Paper presented at the Annual Meeting of the American Educational Research Association San Diego, CA, April 12, 2004. pdf
Suzanne M. Wilson, Robert E. Floden, & Joan Ferrini-Mundy (2001). Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations. A Research Report prepared for the U.S. Department of Education by the Center for the Study of Teaching and Policy in collaboration with Michigan State University pdf
- Texas student achievement data was collected that linked students with their individual teachers and employs a value added approach by calculating changes in middle school student achievement on the mathematics Texas Assessment of Academic Skills (TAAS) for each teacher from 1997-98 to 1998-99 academic years.