Teaching Mathematics for Understanding: An Analysis of Lessons Submitted by Teachers Seeking NBPTS Certification

Autor/inn/en	Silver, Edward A.; Mesa, Vilma M.; Morris, Katherine A.; Star, Jon R.; Benken, Babette M.
Titel	Teaching Mathematics for Understanding: An Analysis of Lessons Submitted by Teachers Seeking NBPTS Certification
Quelle	In: American Educational Research Journal, 46 (2009) 2, S.501-531 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831208326559
Schlagwörter	National Standards; Early Adolescents; Teacher Certification; Mathematics Instruction; Teaching Methods; Portfolios (Background Materials); Experiential Learning; Relevance (Education); Mathematical Logic; Thinking Skills; Portfolio Assessment; Gender Differences; Racial Differences; Place of Residence; Cognitive Processes; Cooperative Learning; Educational Technology; Algebra; Geometry; Measurement; Numbers; Data Analysis; Probability; Statistics; Middle School Teachers; Secondary School Mathematics; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Relevance; Relevanz; Mathematical logics; Mathematische Logik; Denkfähigkeit; Portfoliobeurteilung; Geschlechterkonflikt; Rassenunterschied; Wohnort; Cognitive process; Kognitiver Prozess; Kooperatives Lernen; Unterrichtsmedien; Geometrie; Messverfahren; Zahlenraum; Auswertung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Statistik; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende
Abstract	The authors present an analysis of portfolio entries submitted by candidates seeking certification by the National Board for Professional Teaching Standards in the area of Early Adolescence/Mathematics. Analyses of mathematical features revealed that the tasks used in instruction included a range of mathematics topics but were not consistently intellectually challenging. Analyses of key pedagogical features of the lesson materials showed that tasks involved hands-on activities or real-world contexts and technology but rarely required students to provide explanations or demonstrate mathematical reasoning. The findings suggest that, even in lessons that teachers selected for display as best practice examples of teaching for understanding, innovative pedagogical approaches were not systematically used in ways that supported students' engagement with cognitively demanding mathematical tasks. (Contains 6 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10