Embedding Language Support in Developmental Mathematics Lessons: Exploring the Value of Design as Professional Development for Community College Mathematics Instructors

Autor/inn/en	Gomez, Kimberley; Gomez, Louis M.; Rodela, Katherine C.; Horton, Emily S.; Cunningham, Jahneille; Ambrocio, Rocio
Titel	Embedding Language Support in Developmental Mathematics Lessons: Exploring the Value of Design as Professional Development for Community College Mathematics Instructors
Quelle	In: Journal of Teacher Education, 66 (2015) 5, S.450-465 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487115602127
Schlagwörter	Mathematics Instruction; Faculty Development; Mathematics Teachers; College Faculty; Community Colleges; Correlation; Teacher Attitudes; Developmental Studies Programs; Language Usage; Literacy; Teaching Methods; Units of Study; Reading Difficulties; College Students; Observation; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Fakultät; Community college; Community College; Korrelation; Lehrerverhalten; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Sprachgebrauch; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Reading difficulty; Leseschwierigkeit; Collegestudent; Beobachtung
Abstract	Three community college faculty members used improvement science techniques to design, develop, and refine contextualized developmental mathematics lessons, where language and literacy pedagogy and related supports figured prominently in these instructional materials. This article reports on the role that their design experiences played in professional learning. The article uses a model of professional learning developed by Clarke and Hollingsworth (2002) as the lens to describe and analyze their experiences. Results indicated theoretically noteworthy variation among the faculty. The results highlight a strong connection between faculty willingness to experiment, during trial enactment of these lessons, in their classrooms and faculty growth in knowledge and belief structures about the importance of language and literacy to mathematics teaching and learning. Implications for design-based development, as an important ongoing professional development activity for mathematics instructors, are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01