Mathematicians and Teachers Sharing Perspectives on Teaching Whole Number Arithmetic: Boundary-Crossing in Professional Development

Autor/in	Cooper, Jason
Titel	Mathematicians and Teachers Sharing Perspectives on Teaching Whole Number Arithmetic: Boundary-Crossing in Professional Development
Quelle	In: ZDM: The International Journal on Mathematics Education, 51 (2019) 1, S.69-80 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cooper, Jason)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-018-0995-4
Schlagwörter	Professional Personnel; Elementary School Mathematics; Elementary School Teachers; Numbers; Teaching Methods; Faculty Development; Teacher Attitudes; Arithmetic; Thinking Skills; Subtraction; Grade 3; Participant Observation; Class Activities; Sharing Behavior; Mathematics Instruction + Suchen Sie Ihr Suchwort? Personalbestand; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Zahlenraum; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Denkfähigkeit; Subtraktion; School year 03; 3. Schuljahr; Schuljahr 03; Teilnehmende Beobachtung; Mathematics lessons; Mathematikunterricht
Abstract	Teachers and mathematicians hold different perspectives on the teaching and learning of whole number arithmetic. Though these perspectives may be complementary, sharing them across communities is challenging. An unusual professional development course for primary school teachers, initiated and taught by research mathematicians, provided a setting for productive sharing of both mathematical and pedagogical perspectives. Drawing on the theory of commognition, I analyze two lesson segments, one, designed by one of the mathematician-instructors, included a discussion of an alternate method for performing vertical subtraction; the other, initiated by a 3rd grade teacher, is a discussion of an authentic classroom activity. Through these analyses, and drawing on the notion of boundary as sociocultural differences between communities, I reveal some mechanisms of the perspective-sharing that took place, and discuss what and how the parties learned from and with each other. I also highlight the role of a participant-observer researcher as a broker in this process, supporting events of boundary-crossing in which the parties came to explicate, and sometimes change, their own perspectives on teaching and learning mathematics with respect to the perspectives of others. I propose this PD setting as a model for sharing perspectives across these communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01