[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583723-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-583723-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","ms-morgans-interpretation-an-instructional-minicase-on-evaluating-student-approaches-to-a-problem-of-linear-functions-research-memorandum","Ms. Morgan’s Interpretation - An Instructional Minicase on Evaluating Student Approaches to a Problem of Linear Functions - Research Memorandum","","There is broad agreement that beginning mathematics teachers need strong Mathematical Knowledge for Teaching (MKT), which enables teachers to recognize, interpret, and respond to students’ mathematical work. A recurring challenge in teacher education is supporting preservice teachers (PSTs) to develop these competencies. Ms. Morgan’s Interpretation provides an abbreviated instructional minicase based on an assessment scenario where PSTs evaluate the mathematical validity of student explanations about representing linear functions, strengthening their own MKT through constrained practice.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/ms-morgans-interpretation-an-instructional-minicase-on-evaluating-student-approaches-to-a-problem-of-linear-functions-research-memorandum/583723/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/ms-morgans-interpretation-an-instructional-minicase-on-evaluating-student-approaches-to-a-problem-of-linear-functions-research-memorandum/583723.png","ImageObject",300,407,{"name":42,"@type":43},"Connor ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is Ms. Morgan’s Interpretation designed to help preservice teachers do?","Question",{"text":63,"@type":64},"It is an instructional minicase that asks preservice teachers to focus on students’ reasoning when representing linear functions and to evaluate the mathematical validity of students’ explanations.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What role does MKT play in the document?",{"text":68,"@type":64},"MKT is defined as the mathematical knowledge teachers need to recognize, understand, and respond to the mathematical work of teaching, and the minicase is intended to further develop this capability.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the central assessment scenario in the minicase?",{"text":72,"@type":64},"PSTs are engaged in a practice-based assessment scenario where they judge whether student explanations about representing linear functions are mathematically valid.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583723,1792165940,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Research Memorandum  \nETS RM–21-04  \nMs. Morgan’s Interpretation:  \nAn Instructional Minicase on Evaluating Student Approaches to a Problem of Linear Functions  \nHeather Howell Yvonne Lai  \nLeslie Nabors Oláh Maria DeLucia Eun Mi Kim  \nOctober 2021  \nETS Research Memorandum Series  \n\n| EIGNOR EXECUTIVE EDITOR\u003Cbr>Laura Hamilton Associate Vice President\u003Cbr>ASSOCIATE EDITORS\u003Cbr>Beata Beigman Klebanov Senior Research Scientist\u003Cbr>Brent Bridgeman\u003Cbr>Distinguished Presidential Appointee\u003Cbr>Heather Buzick\u003Cbr>Senior Research Scientist\u003Cbr>Tim Davey\u003Cbr>Research Director\u003Cbr>John Davis\u003Cbr>Research Scientist\u003Cbr>Marna Golub-Smith\u003Cbr>Principal Psychometrician\u003Cbr>Priya Kannan Research Scientist\u003Cbr>PRODUCTION EDITORS\u003Cbr>Kim Fryer\u003Cbr>Manager, Editing Services | Sooyeon Kim\u003Cbr>Principal Psychometrician\u003Cbr>Jamie Mikeska\u003Cbr>Senior Research Scientist\u003Cbr>Gautam Puhan\u003Cbr>Psychometrics Director\u003Cbr>Jonathan Schmidgall Research Scientist\u003Cbr>Jesse Sparks\u003Cbr>Research Scientist\u003Cbr>Michael Walker\u003Cbr>Distinguished Presidential Appointee Klaus Zechner\u003Cbr>Senior Research Scientist\u003Cbr>Ayleen Gontz Senior Editor |\n| --- | --- |\n\nSince its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Memorandum series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Memorandum series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers and Trustees of Educational Testing Service.  \nThe Daniel Eignor Editorship is named in honor of Dr. Daniel R. Eignor, who from 2001 until 2011 served the Research and Development division as Editor for the ETS Research Report series. The Eignor Editorship has been created to recognize the pivotal leadership role that Dr. Eignor played in the research publication process at ETS.  \nMs. Morgan’s Interpretation:  \nAn Instructional Minicase on Evaluating Student Approaches to a Problem of Linear Functions  \nHeather Howell  \nETS, Princeton, New Jersey, United States  \nYvonne Lai  \nDepartment of Mathematics, University of Nebraska – Lincoln  \nLeslie Nabors Oláh  \nETS, Princeton, New Jersey, United States  \nMaria DeLucia  \nDepartment of Mathematics, Middlesex Community College  \nEun Mi Kim  \nETS, Princeton, New Jersey, United States  \nOctober 2021  \nCorresponding author: H. Howell, E-mail: [hhowell@ets.org](hhowell@ets.org)  \nSuggested citation: Howell, H., Lai, Y., Nabors Oláh, L., DeLucia, M., & Kim, E. M. (2021) . Ms. Morgan’s interpretation: An instructional minicase on evaluating student approaches to a problem of linear functions (Research Memorandum No. RM-21-04) . ETS.  \nFind other ETS-published reports by searching the ETS ReSEARCHER  \ndatabase at [https://search.ets.org/researcher/](https://search.ets.org/researcher/)  \nTo obtain a copy of an ETS research report, please visit  \n[https://ets.org/research/contact/](https://ets.org/research/contact/)  \nAction Editor: Heather Buzick  \nReviewers: Courtney Bell and Cara Laitusis  \nCopyright © 2021 by Educational Testing Service. All rights reserved. ETS and the ETS logo are registered trademarks of Educational Testing Service (ETS) .  \nAll other trademarks are the property of their respective owners.  \nAbstract  \nThere is a broad consensus that beginning teachers of mathematics need a strong foundation in mathematical knowledge for teaching (MKT), defined as the mathematical knowledge required to recognize, understand, and","cbCaijGrnSxJpdAK","https://ap.wps.com/l/cbCaijGrnSxJpdAK","pdf",1038037,43,"English","# Abstract\n# Keywords\n# Acknowledgments","[{\"question\":\"What is Ms. Morgan’s Interpretation designed to help preservice teachers do?\",\"answer\":\"It is an instructional minicase that asks preservice teachers to focus on students’ reasoning when representing linear functions and to evaluate the mathematical validity of students’ explanations.\"},{\"question\":\"What role does MKT play in the document?\",\"answer\":\"MKT is defined as the mathematical knowledge teachers need to recognize, understand, and respond to the mathematical work of teaching, and the minicase is intended to further develop this capability.\"},{\"question\":\"What is the central assessment scenario in the minicase?\",\"answer\":\"PSTs are engaged in a practice-based assessment scenario where they judge whether student explanations about representing linear functions are mathematically valid.\"}]","Ms. Morgan’s Interpretation - An Instructional Minicase on Evaluating Student Approaches to a Problem of Linear Functions - Research Memorandum | PDF",1792048176,108]