Building a Theory of Teacher Knowledge with ENA

In this paper, we talk about how we are using Epistemic Network Analysis to build a theory of how teachers use their mathematical knowledge to solve novel proportional reasoning tasks. The data for this paper were collected from 32 in-service middle grades teachers across four states. They each completed a think-aloud interview on their own as well as a face-to-face interview that involved both pencil and paper items and items that relied on dynamic sketches. We relied on ENA to analyze the data using Knowledge in Pieces as our theoretical framework. This analysis is uncovering not only what key knowledge resources are for teachers, but also highlighting some of the differences between different groups of teachers.