Teachers’ knowledge of proportional reasoning is important, particularly in the middle grades in the USA. This exploratory study investigated 32 teachers’ use of knowledge resources in two mathematically similar tasks (one a paper and pencil task, the other a dynamic task) around proportional reasoning. The two tasks invoked different knowledge resources by the same teachers. Results suggest questions to the field around how we access or invoke teacher knowledge and the need to more purposefully explore the potential benefits of using a dynamic task to invoke knowledge resources.

中文翻译：

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动态与静态比例任务中实践教师知识运用差异探究

教师的比例推理知识很重要，尤其是在美国的初中。这项探索性研究调查了 32 名教师在围绕比例推理的两项数学上相似的任务（一项是纸笔任务，另一项是动态任务）中对知识资源的使用。这两项任务由同一位教师调用不同的知识资源。结果向该领域提出了有关我们如何访问或调用教师知识的问题，以及需要更有目的地探索使用动态任务调用知识资源的潜在好处。