Can Teachers and Mathematicians Communicate Productively? The Case of Division with Remainder

Autor/inn/en	Cooper, Jason; Karsenty, Ronnie
Titel	Can Teachers and Mathematicians Communicate Productively? The Case of Division with Remainder
Quelle	In: Journal of Mathematics Teacher Education, 21 (2018) 3, S.237-261 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-016-9358-7
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Professional Personnel; Elementary School Mathematics; Elementary School Teachers; Models; Faculty Development; Grade 3; Grade 4; Grade 5; Grade 6; Graduate Students; Doctoral Programs; College Faculty; College Mathematics; Arithmetic + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Personalbestand; Elementare Mathematik; Schulmathematik; Elementary school; Grundschule; Volksschule; Analogiemodell; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Fakultät; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	Is it possible that a meeting of mathematicians and primary school teachers will be productive? This question became intriguing when one professor of mathematics initiated a professional development course for practicing primary school teachers, which he taught alongside a group of mathematics Ph.D. students. This report scrutinizes the uncommon meeting of these two communities, who have very different perspectives on mathematics and its teaching. The instructors had no experience in primary school teaching, and their professed goal was to deepen the teachers' understanding of the mathematics they teach, while teachers were expecting the course to be pedagogically relevant for their teaching. Surprisingly, despite this mismatch in expectations, the course was considered a success by teachers and instructors alike. In our study, we analyzed a lesson on division with remainder for teachers of grades 3-6, taught by the professor. The framework used for the data analysis was "mathematical discourse for teaching," a discursive adaptation of the well-known mathematical knowledge for teaching framework. Our analysis focuses on the nature of the interactions between the parties and the learning opportunities they afforded. We show how different concerns, which might have hindered communication, in fact fueled discussions, leading to understandings of the topic and its teaching that were new to all the parties involved. The findings point to a feasible model for professional development where mathematicians may contribute to the education of practicing teachers, while they are gaining new insights themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01