The project will generate evidence that is descriptive [case study, observational, and clinical interviews]. Original data are being collected on middle school mathematics teachers using assessments of learning, observation [personal observation and videography] and survey research [paper & pencil and face-to-face]. Instruments or measures being used include clinical interview, LMT for proportional reasoning, and the Proportional Reasoning instrument from Diagnosing Teachers' Multiplicative Reasoning.
Analysis will include using Epistemic Network Analysis to understand how teachers make sense of proportional reasoning and the interactions of that knowledge to their classroom practices. This effort will include qualitative and quantitative analysis of clinical interview data. Analysis will also include consideration of the relationship between the ENA results and the results of the two nationally-validated instruments designed for measuring teacher knowledge to determine the relationship between quantity of knowledge and organization of knowledge. Hill's LMT data will be reanalyzed using a mixture Rasch model (she used a traditional IRT model).