Tracing Take-Up across Practice-Based Professional Development and Collaborative Lesson Design [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/in	Valerio, Jennifer
Titel	Tracing Take-Up across Practice-Based Professional Development and Collaborative Lesson Design [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Development; Mathematics Instruction; Thinking Skills; Intuition; Scaffolding (Teaching Technique); Teaching Methods; Educational Change; Teacher Attitudes; Lesson Plans; Teacher Collaboration; Pedagogical Content Knowledge; College School Cooperation; Disadvantaged Schools; Kindergarten; Elementary School Teachers; Middle School Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Lehrerverhalten; Lesson planning; Unterrichtsplanung; Lehrerkooperation; Pädagogische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	This study explored how two professional development approaches to reforming math instruction with different mechanisms for fostering change might have valuable synergies when used in tandem to support take-up, i.e., teachers' acceptance, adoption, and incorporation of ideas into practice. This investigation of Practice-Based Professional Development and Collaborative Lesson Design found that take-up was a recursive process that occurred across both PD types as teachers iteratively moved between building and deploying knowledge. Both overarching and practice-specific struggles occurred during enactment, triggering shifts back to knowledge building. Struggles associated with learning to facilitate productive struggle included making sense of student thinking, identifying and providing appropriate scaffolds without lowering the cognitive demand, and helping students move from intuitive to mathematical arguments. [For the complete proceedings, see ED630060.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01