Building Mathematics Professional Development with an Explicit Attention to Concepts and Student Opportunities to Struggle Framework

Autor/inn/en	Hughes, Gwyneth; Carney, Michele B.; Champion, Joe; Yundt, Lindsey
Titel	Building Mathematics Professional Development with an Explicit Attention to Concepts and Student Opportunities to Struggle Framework
Quelle	In: Mathematics Teacher Educator, 11 (2023) 2, S.93-116 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.5951/MTE.2021.0030
Schlagwörter	Mathematics Instruction; Teaching Methods; Faculty Development; Mathematical Concepts; Concept Formation; Mathematics Achievement; Lesson Plans; Pedagogical Content Knowledge; Guidelines; Required Courses; Classroom Communication; Teacher Certification; State Policy; Teacher Attitudes; Interpersonal Relationship; Researchers; Middle School Teachers; Mathematics Teachers; Mathematics Tests; College School Cooperation; Universities; Idaho (Boise) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesson planning; Unterrichtsplanung; Pädagogische Kompetenz; Richtlinien; Pflichtkurs; Klassengespräch; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Researcher; Forscher; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; University; Universität
Abstract	Two broad categories of instructional practices, (a) explicitly attending to concepts and (b) fostering students' opportunities to struggle, have been consistently linked to improving students' mathematical learning and achievement. In this article, we describe an effort to build these practices into a framework that is useful for a diverse set of professional development (PD) offerings. We describe three examples of how the framework is used to support teacher learning and classroom instructional practice: a state-mandated course, lesson studies, and a large-scale teacher-researcher alliance. Initial findings suggest that consistently emphasizing this framework provides both content and structural guidance during PD development and gives coherence and focus to teachers' PD experiences. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01