A Peer Learning Circle Approach to Professional Learning: Promoting Representational Fluency

Autor/inn/en	Hatisaru, Vesife; Oates, Greg; Fraser, Sharon; Murphy, Carol; Maher, Nicole; Holland, Barbara; Seen, Andrew
Titel	A Peer Learning Circle Approach to Professional Learning: Promoting Representational Fluency
Quelle	In: Australian Mathematics Education Journal, 2 (2020) 4, S.4-10 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2652-0176
Schlagwörter	Peer Teaching; Teaching Methods; Mathematics Instruction; Learning Processes; Thinking Skills; Problem Solving; STEM Education; Outcomes of Education; Preservice Teacher Education; Pedagogical Content Knowledge; Foreign Countries; Communities of Practice; Faculty Development; College Faculty; Teacher Collaboration; Universities; Australia + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Learning process; Lernprozess; Denkfähigkeit; Problemlösen; STEM; Lernleistung; Schulerfolg; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Ausland; Community; Fakultät; Lehrerkooperation; University; Universität; Australien
Abstract	Research in science, technology, engineering, mathematics (STEM) education suggests development of STEM competency requires effective learning environments, including the use of varied representations (e.g., visual, symbolic) and opportunities for students to make connections among them. Although such practices have been advocated in the teaching of mathematics and science for some time, there has been a renewed focus on representations in the teaching and learning of STEM (e.g., Australian Curriculum, Assessment and Reporting Authority [ACARA], 2018a; Glancy & Moore, 2013). Working with representations plays a critical role in helping students develop flexible thinking and problem solving, and provides multiple entry points and access to individual STEM subjects such as mathematics (Huinker, 2015). This article describes the experiences of a peer learning circle as they developed their understanding of representational fluency in mathematics. The outcomes of this learning circle suggest useful approaches for pre-service teacher education, and development of teacher knowledge and expertise in the use of varied representations. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). Tel: +61-8-8363-0288; e-mail: office@aamt.edu.au; Web site: https://primarystandards.aamt.edu.au/Journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01