Description:
The authors take a grounded theory approach to investigating how math educators use assessment data to inform instruction. Educators make epistemic assumptions about what data represent, which lead to different epistemic practices around how data are used. By identifying the ways educators make sense of data, the authors provide recommendations to inform educators’ professional learning opportunities.

Full Conference Paper

NCTM16 Garner Horn Epistemic Foundations of Data Use.pdf (249.1 kB)