Eliciting Growth in Teachers' Proportional Reasoning: Measuring the Impact of a Professional Development Program

Proportional reasoning is required to operate in many mathematical domains in the middle years’ curriculum. It is also a major connecting theme across both mathematics and science. Working together, middle years teachers have the potential to promote students’ proportional reasoning through integrated learning experiences. However, building awareness of the connections between these two curriculum domains is an important first step. This paper reports on one aspect of a large project exploring the connections between mathematics and science curriculum. In this paper, first steps to eliciting teachers’ pedagogical content knowledge in relation to proportional reasoning are discussed.