Examining the Design Features of a Communication-Rich, Problem-Centred Mathematics Professional Development

Autor/inn/en	de Araujo, Zandra; Orrill, Chandra Hawley; Jacobson, Erik
Titel	Examining the Design Features of a Communication-Rich, Problem-Centred Mathematics Professional Development
Quelle	In: International Journal of Mathematical Education in Science and Technology, 49 (2018) 3, S.323-340 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Araujo, Zandra) ORCID (Orrill, Chandra Hawley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2017.1373153
Schlagwörter	Instructional Design; Faculty Development; Teaching Methods; Problem Solving; Middle School Teachers; Mathematics Instruction; Cooperative Learning; Communities of Practice; Pedagogical Content Knowledge; Knowledge Base for Teaching; Course Descriptions; Program Evaluation; Program Effectiveness; Mathematics Teachers; Common Core State Standards; Georgia + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Kooperatives Lernen; Community; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Kursstrukturplan; Programme evaluation; Programmevaluation; Mathematics; Mathematik; Common core curriculum; Curriculum; Kerncurriculum
Abstract	While there is considerable scholarship describing principles for effective professional development, there have been few attempts to examine these principles in practice. In this paper, we identify and examine the particular design features of a mathematics professional development experience provided for middle grades teachers over 14 weeks. The professional development was grounded in a set of mathematical tasks that each had one right answer, but multiple solution paths. The facilitator engaged participants in problem solving and encouraged participants to work collaboratively to explore different solution paths. Through analysis of this collaborative learning environment, we identified five design features for supporting teacher learning of important mathematics and pedagogy in a problem-solving setting. We discuss these design features in depth and illustrate them by presenting an elaborated example from the professional development. This study extends the existing guidance for the design of professional development by examining and operationalizing the relationships among research-based features of effective professional development and the enacted features of a particular design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01