Examining Secondary Mathematics Teachers' Opportunities to Develop Mathematically in Professional Learning Communities

Autor/inn/en	Campbell, Matthew P.; Lee, Hollylynne Stohl
Titel	Examining Secondary Mathematics Teachers' Opportunities to Develop Mathematically in Professional Learning Communities
Quelle	In: School Science and Mathematics, 117 (2017) 3-4, S.115-126 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12209
Schlagwörter	Mathematics Instruction; Knowledge Base for Teaching; Communities of Practice; Teacher Collaboration; High Schools; Secondary School Mathematics; Teacher Competencies + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Community; Lehrerkooperation; High school; Oberschule; Lehrkunst
Abstract	To make progress toward ambitious and equitable goals for students' mathematical development, teachers need opportunities to develop specialized ways of knowing mathematics such as mathematical knowledge for teaching (MKT) for their work with students in the classroom. Professional learning communities (PLCs) are a common model used to support focused teacher collaboration and, in turn, foster teacher development, instructional improvement, and student outcomes. However, there is a lack of specificity in what is known about teachers' work in PLCs and what teachers can gain from those experiences, despite broad claims of their benefit. We discuss an investigation of the work of secondary mathematics teachers in PLCs at two high schools to describe and explicate possible opportunities for teachers to develop the mathematical knowledge needed for the work of teaching and the ways in which these opportunities may be pursued or hindered. The findings show that, without pointed focus on mathematical content, opportunities to develop MKT can be rare, even among mathematics teachers. Two detailed images of teacher discussion are shared to highlight these claims. This article contributes to the ongoing discussion about the affordances and limitations of PLCs for mathematics teachers, considerations for their use, and how they can be supported. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01