Conflicting Frames: A Case of Misalignment between Professional Development Efforts and a Teacher's Practice in a High School Mathematics Classroom

Autor/inn/en	Heyd-Metzuyanim, Einat; Munter, Charles; Greeno, James
Titel	Conflicting Frames: A Case of Misalignment between Professional Development Efforts and a Teacher's Practice in a High School Mathematics Classroom
Quelle	In: Educational Studies in Mathematics, 97 (2018) 1, S.21-37 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heyd-Metzuyanim, Einat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-017-9777-0
Schlagwörter	Faculty Development; Mathematics Instruction; Secondary School Mathematics; Teaching Methods; Lesson Plans; Grade 11; Grade 12; Algebra; Mathematical Formulas; Mathematics Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Mathematische Formel; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	We examine the case of a lesson planning session within the context of professional development for dialogic instruction, and the lesson enacted following this session, which was intended to provide opportunities to 11th and 12th grade algebra students to explore polynomial functions in terms of their roots and linear factors. Our goal was, through the close analysis of the planning and enactment of the lesson, to gain deeper understanding of how the two participants were framing mathematical learning and how such different frames may explain the disparity between the planned lesson and its outcome. The analysis and discussion point to the complexities of supporting teachers in transitioning from a "doing" frame to an "exploring" frame. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01