Making Connections among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study

Autor/inn/en	Murata, Aki; Bofferding, Laura; Pothen, Bindu E.; Taylor, Megan W.; Wischnia, Sarah
Titel	Making Connections among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study
Quelle	In: Journal for Research in Mathematics Education, 43 (2012) 5, S.616-650 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Professional Development; Academic Achievement; Mathematics; Mathematics Instruction; Mathematics Education; Elementary School Mathematics; Elementary School Teachers; Subtraction; Addition; Problem Solving; Teaching Methods; Teacher Education; Interviews; Grade 2; Grade 3; Grade 4 + Suchen Sie Ihr Suchwort? Schulleistung; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Subtraktion; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Interviewing; Interviewtechnik; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This study investigated how elementary teachers in a mathematics lesson study made sense of student learning, teaching, and content, as related to using representations in teaching multidigit subtraction, and how changes occurred over time in their talk and practice. The lesson-study process paved a group talk path along which teacher talk shifted from superficial to deeper consideration of student learning. By providing a context in which interactions of diverse ideas drove teacher learning, lesson study facilitated teachers making connections between the craft knowledge of teaching and scholarly knowledge. Individual teacher talk paths varied within the group path, and one teacher's learning path and the interaction of different learning paths is discussed. (Contains 6 figures, 1 table and 8 footnotes.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10