Using Interpretive Frames to Inform Selections of Artifacts of Student Thinking [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).

Autor/inn/en	LaRochelle, Raymond; Lamb, Lisa; Nickerson, Susan
Titel	Using Interpretive Frames to Inform Selections of Artifacts of Student Thinking [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Development; Secondary School Teachers; Cognitive Processes; Mathematics Teachers; Secondary School Mathematics; Teacher Attitudes; Preservice Teachers; Mathematical Logic; Mathematical Concepts; Writing (Composition); Secondary School Students; Logical Thinking; Multiplication; Addition; Division + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Mathematical logics; Mathematische Logik; Schreibübung; Sekundarschüler; Multiplikation
Abstract	An important decision that professional development (PD) facilitators must make when preparing for activities with teachers is to select an appropriate tool for the intended learning goals of the PD (Sztajn, Borko, & Smith, 2017). One important and prevalent tool is artifacts of student thinking (e.g. Jacobs & Philipp, 2004). In this paper we add to the literature on artifact selection for professional development by discussing the affordances and constraints of different written artifacts of student thinking. Through a professional noticing assessment, we examine the interpretive frames (Sherin & Russ, 2014) that were invoked by 72 secondary teachers regarding 6 students' written strategies to proportional reasoning tasks. We characterize different ways teachers might make sense of different artifacts of student thinking, and discuss for what purposes PD facilitators might select particular written solutions. [For the complete proceedings, see ED606531.] (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