Examining How Professional Development Influences Elementary School Teachers' Enacted Instructional Practices and Students' Evidence of Mathematical Understanding

Autor/in	Polly, Drew
Titel	Examining How Professional Development Influences Elementary School Teachers' Enacted Instructional Practices and Students' Evidence of Mathematical Understanding
Quelle	In: Journal of Research in Childhood Education, 29 (2015) 4, S.565-582 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2015.1073198
Schlagwörter	Elementary School Teachers; Faculty Development; Teaching Methods; Mathematical Concepts; Concept Formation; Comprehension; Video Technology; Comparative Analysis; Observation; Qualitative Research; Educational Resources; Mathematics Skills; Workshops; Elementary School Mathematics; Grade 4; Grade 5; Scoring Rubrics; Coding; Teacher Competencies + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Verstehen; Verständnis; Beobachtung; Qualitative Forschung; Bildungsmittel; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lernwerkstatt; Schulung; Elementare Mathematik; Schulmathematik; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Scoring formulas; Auswertungsbogen; Codierung; Programmierung; Lehrkunst
Abstract	This study examined how evidence of students' mathematical understanding was influenced by elementary schoolteachers' enactment of instructional practices emphasized during a mathematics professional development program. Videos and field notes were collected during lessons for two teachers from the program and two matched comparison teachers. Lessons were observed when teachers espoused that their instruction aligned with the instructional practices emphasized during professional development. Inductive qualitative analyses indicated that the level of mathematical task and level of teacher direction influenced students work. More specifically, students in participants' classrooms were more likely to utilize resources (e.g., manipulatives and technology) to create mathematical representations and were able to explain mathematical concepts more clearly than students in the comparison classrooms. Implications for future studies and the design of professional development are also shared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01