Description:
From the perspective of a situation model, this study explores how two U.S. expert teachers facilitate connection-making when teaching an important early algebra topic, inverse relations between multiplication and division. Specifically, teachers’ uses of instructional tasks,representations, and questions have been examined in terms of connection-making so as to form situation models to facilitate comprehension of this critical concept.

Full Conference Paper

NCTM 2106_Situation Model_HasslerDing.pdf (573.6 kB)