Collaborative Planning for a Unit on the Quadratic Formula

Autor/in	Kotelawala, Usha
Titel	Collaborative Planning for a Unit on the Quadratic Formula
Quelle	In: Mathematics Teacher, 103 (2010) 9, S.669-674 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Knowledge Base for Teaching; Reflection; Cooperative Planning; Teamwork; Teacher Collaboration; Urban Schools; Mathematical Concepts; Mathematics Teachers; Mathematics Instruction; Teaching Methods; Mathematical Formulas; Secondary School Mathematics; Secondary School Teachers; High Schools; New York + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerkooperation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Formel; High school; Oberschule
Abstract	While teaching in New York City public schools, the author began planning collaboratively with a team of mathematics teachers. Collaborative planning enabled them to consider a range of issues that may not have emerged had they been planning independently. In this article, the author first describes their work through excerpts of conversations that address four areas critical to successful collaboration: facilitation, sharing experiences, discussing mathematical concepts and teaching strategies, and sharing the planning workload. She shows how collaboration deepened their mathematical knowledge, supported dialogue on struggles with student ownership of content, and created a process of reflection for forward planning in reteaching units. (Contains 3 figures.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10