@inproceedings{7305dba8f2814b46acc56d28e466538b,
title = "How teachers use causal reasoning about classroom experiences to improve teaching",
abstract = "While there is a growing consensus that teacher experience matters, the process by which individual teachers improve from their experiences has received little emphasis. This study investigates secondary mathematics teachers' in-the-moment sense-making about their classroom experiences used to change instructional practices through point-of-view observations. It finds that teachers often use causal reasoning when they propose future changes to their teaching practice, and that this reasoning is complex.",
author = "Dyer, {Elizabeth B.} and Mekenzie Meadows and Rachel Winesberry",
note = "Funding Information: This material is based upon work supported by the National Science Foundation Graduate Research Fellowship Program under Grant No. DGE-0824162 and the NAEd/Spencer Dissertation Fellowship Program. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the organizations above. Publisher Copyright: {\textcopyright} 2020 International Society of the Learning Sciences (ISLS). All rights reserved.; 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 ; Conference date: 19-06-2020 Through 23-06-2020",
year = "2020",
language = "English (US)",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "2433--2434",
editor = "Melissa Gresalfi and Horn, {Ilana Seidel}",
booktitle = "14th International Conference of the Learning Sciences",
}