Fostering Teacher Learning of Conjecturing, Generalising and Justifying through Mathematics Studio

Autor/in	Lesseig, Kristin
Titel	Fostering Teacher Learning of Conjecturing, Generalising and Justifying through Mathematics Studio
Quelle	In: Mathematics Teacher Education and Development, 18 (2016) 1, S.100-118 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Mathematics; Mathematics Instruction; Mathematics Education; Mathematical Logic; Thinking Skills; Case Studies; Middle School Teachers; Lesson Plans; Observation; Teacher Characteristics; Professional Development; Mathematics Teachers; Teaching Methods; Grade 7; Assistant Principals; Coaching (Performance); Leadership; Teaching Experience; Pedagogical Content Knowledge; Video Technology; Questionnaires; Meetings; Teacher Education; Foreign Countries; Japan; United States + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Mathematical logics; Mathematische Logik; Denkfähigkeit; Case study; Fallstudie; Case Study; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Beobachtung; Mathematics; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; Principal; Principals; Stellvertretende Schulleitung; Führung; Führungsposition; Pädagogische Kompetenz; Fragebogen; Meeting; Tagung; Lehrerausbildung; Lehrerbildung; Ausland; USA
Abstract	Calls to advance students' ability to engage in mathematical reasoning practices including conjecturing, generalising and justifying (CGJ) place significant new demands on teachers. This case study examines how Mathematics Studio provided opportunities for a team of U.S. middle school teachers to learn about these practices and ways to promote them in the classroom. Findings demonstrate how CGJ readings and focused discussions, coupled with repeated cycles of collaborative lesson planning, observation and debrief, supported the development of teacher knowledge, professional community, and teaching resources. In addition, this paper explores the role school leadership played in facilitating Math Studio to ensure these learning opportunities were realised. Documenting how Math Studio features and participants contributed to teachers' ability to implement CGJ focused lessons not only provides insights into the difficulties teachers have shifting instruction, but also adds to our understanding of school-embedded professional development more generally. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01