Examining How Teachers Use Graphs to Teach Mathematics during a Professional Development Program

Autor/inn/en	Bautista, Alfredo; Cañadas, María C.; Brizuela, Bárbara M.; Schliemann, Analúcia D.
Titel	Examining How Teachers Use Graphs to Teach Mathematics during a Professional Development Program
Quelle	In: Journal of Education and Training Studies, 3 (2015) 2, S.91-106 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Mathematics Instruction; Graphs; Teaching Methods; Faculty Development; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Feedback (Response); Teacher Collaboration; Program Effectiveness; Mathematical Concepts; Blended Learning; Computer Mediated Communication; Conventional Instruction; Educational Technology; Learning Activities; Video Technology; Middle School Teachers; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Grafische Darstellung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Lehrerkooperation; Computerkonferenz; Unterrichtsmedien; Lernaktivität; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende
Abstract	There are urgent calls for more studies examining the impact of Professional Development (PD) programs on teachers' instructional practices. In this study, we analyzed how grades 5-9 mathematics teachers used graphs to teach mathematics at the start and end of a PD program. This topic is relevant because while many studies have investigated students' difficulties with graphs, there is limited research on how teachers use graphs in their classrooms and no research on how PD impacts the way teachers use graphs in class to teach mathematics. Participant teachers took three graduate level semester-long courses focused on mathematics and student mathematical thinking. The program provided teachers with multiple opportunities for exploration and discussion, systematic feedback, contexts for collaboration and collegial sharing, and extended follow-up support. We analyzed all lessons where teachers used graphs in class at the start and end of the program, finding that teachers' use of graphs was qualitatively more sophisticated in the end lessons. Results suggest that the features of the PD program had a positive effect on teachers' classroom practices regarding the use of graphs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01