Investigating Teachers' Understanding of Mathematical Practices and Mathematics Teaching Practices Using a Vignette Activity Sequence in a Professional Development Setting

Autor/in	Shelton, Ryann N.
Titel	Investigating Teachers' Understanding of Mathematical Practices and Mathematics Teaching Practices Using a Vignette Activity Sequence in a Professional Development Setting
Quelle	In: School-University Partnerships, 13 (2020) 2, S.38-46 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Professional Development Schools; Inservice Teacher Education; Mathematics Teachers; Teacher Attitudes; Misconceptions; Educational Practices; Middle School Teachers; High School Teachers; Mathematics Instruction; Instructional Improvement; Vignettes; Teacher Improvement + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Missverständnis; Bildungspraxis; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Mathematics lessons; Mathematikunterricht; Unterrichtsqualität
Abstract	We investigated teachers' understanding of the Mathematical Practices (MPs; National Governors Association Center for Best Practices & the Council of Chief State School Officers, 2010) and the Mathematics Teachers Practices (MTPs; NCTM, 2014) using a Vignette Activity Sequence within a professional development setting with our Professional Development School (PDS) partners. Although results revealed misconceptions or incomplete understandings participants had about the MPs and MTPs, teachers made connections to their own practice. By highlighting how mathematics teachers at the middle and high school levels view the practices in relation to their classrooms, we were able to target areas to support high-quality teaching and learning of mathematics for future professional development with our PDS partners. This has important implications for mathematics instructional specialists, coaches, and professional development instructors working with teachers and their understanding of the MPs and MTPs. (As Provided).
Anmerkungen	National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01