Building Pedagogical Capacity through Task Design and Implementation [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Fleming, Ali; Roble, Amanda; Yao, Xiangquan; Brosnan, Patricia
Titel	Building Pedagogical Capacity through Task Design and Implementation [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Capacity Building; Curriculum Design; Curriculum Implementation; Teaching Skills; Evidence Based Practice; Faculty Development; Cohort Analysis; Mathematics Teachers; Knowledge Base for Teaching; Educational Practices; Mathematics Activities; Inservice Teacher Education; Behavioral Objectives; Task Analysis; Cognitive Ability; Cognitive Development; Instructional Leadership; Training Methods + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kohortenanalyse; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungspraxis; Lehrerfortbildung; Aufgabenanalyse; Denkfähigkeit; Kognitive Entwicklung; Instruction; Leadership; Bildung; Erziehung; Führung; Didaktik; Trainingsmaßnahme
Abstract	We traced the impact of a sequence of five research-based professional development sessions on a cohort of mathematics teachers' Mathematical Knowledge for Teaching. The sessions focused on task design and implementation as a means of building teachers' pedagogical capacity. Findings revealed that teachers' pedagogical knowledge pertaining to student thinking, if not their practice, was influenced by the activities they experienced. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01