caa a22 4500 606187871 CHVBK 20210128100842.0 cr unu---uuuuu 210128e20150601xx s 000 0 eng 10.1007/s10857-014-9284-5 doi (NATIONALLICENCE)springer-10.1007/s10857-014-9284-5 Tracing professional development to practice: connection making and content knowledge in one teacher's experience [Elektronische Daten] [Chandra Orrill, Julie Kittleson] In this study, we examine one teacher's opportunities to develop a coherent understanding of proportional situations through connection making in professional development (PD) and the ways in which those experiences were evidenced in her own classroom practice teaching the same task from PD. Data from both settings were analyzed using a framework for connection making that highlighted the ways in which the teacher or facilitator promoted discussion, used representations, promoted multiple approaches, and scaffolded learning. Our findings suggest that this teacher treated pedagogy and mathematical content as separable, which led to problematic implementation of the types of teaching practices that PD was intended to foster. We provide suggestions for addressing this shortcoming in future professional development. Springer Science+Business Media Dordrecht, 2014 Teacher knowledge nationallicence Professional development nationallicence Proportional reasoning nationallicence Middle school teachers nationallicence Learning for understanding nationallicence Orrill Chandra University of Massachusetts Dartmouth, Dartmouth, MA, USA aut Kittleson Julie University of Georgia, Athens, GA, USA aut Journal of Mathematics Teacher Education Springer Netherlands 18/3(2015-06-01), 273-297 1386-4416 18:3<273 2015 18 10857 https://doi.org/10.1007/s10857-014-9284-5 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-014-9284-5 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Orrill Chandra University of Massachusetts Dartmouth, Dartmouth, MA, USA aut NATIONALLICENCE 700 1- Kittleson Julie University of Georgia, Athens, GA, USA aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/3(2015-06-01), 273-297 1386-4416 18:3<273 2015 18 10857