Resilience to Change- Expert Blind Spot Among Preservice and Inservice Teachers: Beliefs About Algebraic Reasoning and Potential Impact on Engineering Education
The following is a final draft of a paper that will be submitted for publication within the next few months and will also be presented at a national conference focusing on engineering education, algebraic learning and teacher preparation. I'm writing with a colleague of mine from the University of Michigan. In this study, we examine the differences in teachers’ held perceptions about algebraic representational problems (symbolic, word, and story) between pre-service and in-service teachers participating in a teacher education program. Further, I explore further the expert blind spot in
algebraic teaching and its implications for K-12 engineering education
and the STEM pipeline.-Dr. Petrosino
