Elementary teachers' participation in mathematics professional learning tasks
| العنوان: | Elementary teachers' participation in mathematics professional learning tasks |
|---|---|
| المؤلفون: | Rich, Wendy Deneen. |
| بيانات النشر: | [Greensboro, N.C.] : [University of North Carolina at Greensboro], [2016] |
| Added Details: | NC Digital Online Collection of Knowledge and Scholarship (NCDOCKS) |
| وصف مادي: | ix, 189 pages : illustrations, digital, PDF file 674.60 KB. |
| Supplemental Data: | System requirements: PC, World Wide Web browser, PDF reader. Available online via NCDOCKS. Mode of access: World Wide Web. |
| مستخلص: | "Recent work by some researchers has involved decomposing the profession of teaching into core practices that can be discussed and accessed by novice teachers that can help them gain expertise in these practices. Core practices are central to the work of teaching, support student learning, and are fundamental to developing complex practice. Evidence is beginning to emerge on the benefits of taking a core practice approach to preservice education; however, little is known about how practicing teachers might improve their teaching through professional development taking a similar approach. The primary purpose of this study is to understand teachers' learning in mathematics professional development focused on the core practice of leading mathematics discussions and their changes in classroom enactments of the practice. As a retrospective analysis of one cycle of a design experiment, the study investigated 13 K-5 teachers' learning and enactments of the core practice of leading mathematics discussions as they engaged in practice-focused professional learning tasks that were a part of 108 hours of professional development designed to become increasingly more aligned with classroom practice in terms of authenticity and complexity. Qualitative and quantitative analyses of video recordings of professional development sessions, classroom observation, field notes, interviews, and teacher reflections were conducted to understand the nature of professional learning tasks that supports teacher learning the core practice of leading mathematics discussions. An analysis of teachers' participation in the professional development suggests that the professional learning tasks designed for teachers to value mathematics discussions provided opportunities for teachers to value and appreciate the practice of leading mathematics discussions, develop deeper understandings of the instructional moves and challenge their existing classroom practice. Results suggest that over time, teachers formed a community of practice marked by the shared practice of a framework for leading discussions learned in the mathematics professional development to make sense of mathematics teaching and learning and making their own practice public for collective reflection. Findings from the study indicate that teacher enactments of leading mathematics discussions in the classrooms were marked by an increased presence of probing and pressing moves focused on student mathematical thinking. Outcomes have implications for district leaders making decisions about professional development, teacher educators working with teachers to enhance their instructional practice in professional development settings, and researchers examining teacher learning and instructional change."--Abstract from author supplied metadata. |
| الموضوعات: | Mathematics teachers In-service training., Elementary school teachers In-service training., Mathematics Study and teaching (Elementary), Communication in mathematics., Professeurs de mathématiques Formation en cours d'emploi., Communication en mathématiques., Communication in mathematics, Elementary school teachers In-service training, Mathematics Study and teaching (Elementary), Mathematics teachers In-service training |
| مصطلحات الفهرس: | dissertations., Academic theses, Academic theses., Thèses et écrits académiques. |
| URL: | |
| ملاحظة: | Title from PDF title page (viewed Nov. 17, 2017). Directed by Peter Holt Wilson ; submitted to the Dept. of Teacher Education and Higher Education. Includes bibliographical references (pages 161-184). |
| Other Numbers: | NGU oai:libres.uncg.edu/21375 979987655 |
| المصدر المساهم: | From OAIster®, provided by the OCLC Cooperative. |
| رقم الانضمام: | edsoai.ocn979987655 |
| قاعدة البيانات: | OAIster |
| الوصف غير متاح. |