Investigation of Math Teachers' Circle through a Zone Theory Lens [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	Karakok, Gulden; White, Diana
Titel	Investigation of Math Teachers' Circle through a Zone Theory Lens [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), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Problem Solving; Models; Teaching Skills; Faculty Development; Knowledge Base for Teaching; Inservice Teacher Education; Program Implementation; Standardized Tests; Mathematics Teachers; Mathematical Concepts; Pretests Posttests; Teacher Workshops; Teacher Surveys; Middle School Teachers; Statistical Analysis + Suchen Sie Ihr Suchwort? Problemlösen; Analogiemodell; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerfortbildung; Standadised tests; Standardisierter Test; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Statistische Analyse
Abstract	Math Teachers' Circles (MTCs) are an innovative, problem-solving focused approach to professional development. This model provides teachers opportunities to develop their problem solving skills as well as help them to communicate with others on classroom implementation of problem-solving activities. As with any professional development with teachers, it is important to explore the impact of this model in terms of teachers' learning and development. In this report we provide our implementation of a zone theory lens provided by Goos as a way to investigate the MTC model. Initial analysis implementing this particular theoretical lens helps us gain insights in ways to improve this new model of professional development activities for future participants. [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