Situations Project documents (that contribute to Framework discussion)
Jan. 30, 2008
DATE 
ITEM 
DESCRIPTION 
USEFULNESS 
LOCATION 
050325 
Some thoughts on thinking about [MKTS] 
Early discussion of trying to identify MKTS (P. Wilson, J. Kilpatrick, K. Heid). 
Includes guiding questions for developing a Framework. 
webpage 
060525 
Description of the project and how the Situations and theoretical framework work together to characterize MKTS (J. Kilpatrick, G. Blume, B. Allen) 
Proposes two dimensions to MKTS: math content and math proficiency. Math proficiency list comes from Adding It Up (2001). 
webpage, CD 

060910 
Discussion of what makes a good Situation, and why good Situations are useful (UGA).

Includes items that might be useful for characterizing MKTS. 
webpage, CD 

061024 
Intro to PSU’s Process and Drawing on Mathematics categories 
Description of Processes (proving/justifying, defining, and generalizing) and Drawing on Mathematics; analysis of Situation 40 using this Framework (PSU).

Early attempt at a Framework for MKT, and analysis of a Situation using it. 
hard copy (Sarah) 
061031 
UGA response to categories discussed by PSU.


CD 

061118 
Powerpoint for NSFCLT conference in MD



CD

070127 



CD 
0701 
As presented at AMTE 0701: mathematical objects, big math’l ideas, and math’l activities of teachers. 
Ideas for how to organize MKTS. 
CD 

070226 
Mathematical activity of teaching (“Snow Camp”)

List of mathematical activities of teaching (UGA/PSU). 
This was used to create future lists (MTTM). 
CD 
?? 

Examples of when a teacher draws on mathematical knowledge (PSU). 
This was used to create future lists (MTTM). 
CD 
070520 
Powerpoint from Expert Meeting



CD 
070522 
What are the 5 most important things you would put in a content course designed to develop MKTS?

Ideas from experts about key elements of MKTS. 
CD 

070625 
Compilation of MTTM from 0705 Expert Meeting, Drawon list, “Snow Camp” list (PSU).

Large list that was eventually condensed to actions and entities 
CD 

070710
070718? 
Framework for mathematical tasks for teaching mathematics (MTTM) Situation 39 
List of actions and entities that combine to characterize MTTM. The list was made by examining past attempts to characterize MKT and notes including those from the 0705 Expert Meeting (UGA). MTTM Framework applied to specific Situations. We looked for entities in the Situations: objects, representations, statements, procedures, and connections. These categories were later revised.

We used this to analyze situations to see if it was a valid way of looking at the work of teaching. Another attempt at a Framework—is it helpful to look at the tasks of teaching mathematics? 
CD 
070722 
Shows relationship of situations, framework of MKT, MTTM (UGA).

Connects MTTM to MKTS. 
CD 

070731 
Representation 
Description/definition of Representation (UGA grad students).

Includes description, examples (geometric, analytical, etc.) 

070911 
Process 
Description/definition of Process (UGA grad students). 
Includes description, examples (proof, geom. construction, etc.) 

071005 
Concept 
Description/definition of Concept (UGA grad students).

Discussion of concept. 

071029 
Definitions of actions: recognize, choose, create, use representations, assess the math of the situation, extend, connect, demonstrate/explain, prove, investigate, apply, reason, coordinate, reflect (PSU).

Thorough descriptions, including examples. Also includes comments about mathematical disposition. 
CD 

071030, 080116 
Flowchart. Issues: Where is the MKT? Where is the framework? (UGA)

Shows dynamic process. 
CD 

07Fall 
Overview of this group’s work on defining entities* (representation, process, concept, operation, and relation) and looking at literature. Includes explanation of “Decision making moments in teaching” flowchart (UGA). 
*This document doesn’t include those definitions. 


071116 
MKTS: Examples from the Situations Project 
Gives overview of the project, including goals. 
CD 
Articles and resources from others
AUTHOR 
DATE 
TITLE 
LOCATION 
Sharon Senk 
0704 060420 
TEDS, Teacher Education Study in Mathematics (conceptual framework of from IEA study) TNE Mathematics standards. Mathematical knowledge teachers must possess. 
hard copy hard copy 
Joan FerriniMundy, et al. 
070705 
Conceptual knowledge framework for teaching school algebra 
CD 
Deborah Ball 

What mathematical knowledge is needed for teaching mathematics? 
hard copy 
Al Cuoco Cuoco et al. 
0102 96 
Mathematics for Teaching (Notices of AMS) Habits of mind: An organizing principle for mathematics curricula (Journal of Mathematical Behavior)

hard copy CD 
Jill Adler & Zain Davis 
06 

hard copy 
Ruhama Even 
9012 

CD 
McEwan & Bull 
91 

CD 
Peressini et al. 
04 
CD 