By Sophia Cohen

This booklet illustrates the reports of ordinary university academics throughout one year's time as they participated in a instructor improvement seminar involved in arithmetic, and therefore replaced their ideals, their wisdom, and their practices. It explores those studies as a method of figuring out the training that takes a instructor from a extra conventional educating perform to 1 that's eager about the tips and understandings that scholars and academics have of the subject material. The paintings emerges from and stories on a special info set from a two-year examine of instructor studying that was once funded through the Spencer and MacArthur foundations. the lecturers, whose paintings is on the middle of this research, have been members within the constructing Mathematical rules seminar (DMI), a arithmetic instructor improvement seminar for common institution academics. This seminar is one instance of extensive, domain-specific expert improvement. during this seminar academics examine common arithmetic content material to deepen their very own realizing of it, they learn the advance between teenagers of the information valuable to hassle-free arithmetic, and so they adventure a instructing and studying setting in line with the pedagogy predicted by means of the nationwide Council for lecturers of arithmetic' rules and criteria for college arithmetic. The seminar is a nationally on hand instructor improvement curriculum, therefore educators can achieve entry to the assets essential to provide related seminars of their personal groups. academics' specialist improvement and the straight forward arithmetic school room: Bringing Understandings to gentle can be largely fascinating to a vast viewers, together with arithmetic instructor educators, instructor schooling researchers, policymakers, and school room lecturers. it's going to serve good as a textual content in more than a few graduate classes facing instructor cognition/knowledge for instructing, arithmetic tools, psychology of studying, and pedagogical conception.

Show description

Read or Download Teachers’ Professional Development and the Elementary Mathematics Classroom: Bringing Understandings To Light PDF

Similar pedagogy books

What We Really Value: Beyond Rubrics in Teaching and Assessing Writing

As worthy as they've been, the good weak spot of departmental writing rubrics lies in what they omit. They current a handful of inarguably very important standards through which writing may be evaluated, yet they disregard dozens of different standards (such as "interest," "tone," or "commitment") wherein any rhetorical functionality is additionally more likely to be judged.

Teaching Composition As A Social Process

McComiskey argues for educating writing as located in discourse itself, within the consistent circulate of texts produced inside social relationships and associations. this can be a paintings with a cosmopolitan thought base and whole of examples from McComiskey's personal study rooms.

Resisting Linguistic Imperialism in English Teaching (Oxford Applied Linguistics)

This booklet explores how English is utilized in outer edge groups, whereas subtly resisting the linguistic imperialism from the worldwide ELT firm.

Becoming an Evidence-based Practitioner: A Framework for Teacher-Researchers

This booklet is for lecturers who're having a look, or being inspired, to adopt examine of their faculties. Written by means of academics and their HE study mentors, the booklet exhibits academics tips on how to 'do' and 'use' examine and the way to 'do' powerful pedagogy.

Additional resources for Teachers’ Professional Development and the Elementary Mathematics Classroom: Bringing Understandings To Light

Example text

Because the seminar was offered every other week during the school year, teachers went back and forth between their role as students in the seminar and their role as teacher in their own classrooms. Often they did so with an assignment to write about the mathematical thinking of children in their classrooms or to write about their own learning within the seminar. In designing DMI, we intended for this juxtaposition both within and between seminar sessions to invite teachers to consider the ways in which their mathematical inquiry is different from or similar to the experiences they see children in their classrooms having or read about children in the cases having.

This is the move that parallels April’s setting of boundaries: April reasons 10 × 8 = 80, 20 × 8 = 160, and 143 lies in between. Abby and her partner reason that 3 × 10 = 30, 3 × 20 = 60, and then Abby says that 60 would be too much. The seminar facilitator, who is sitting with Abby and her partner, considers Abby’s comment, notices that 20 threes, or 60, is actually less than the 121 of Abby’s problem. ” Although this question seems simple enough, it accomplishes a great deal. For the facilitator, it provides an opportunity to learn about Abby’s think- 28 CHAPTER 2 ing.

And that’s where I went wrong. (Abby, interview, January 8, 1997) During this same interview, Abby speaks about how she sees this issue playing out in her own teaching practice. She speaks about it in general terms at first, characterizing what she now sees as a weakness in her teaching practice: Well, I think that . . , I really believe that I identified a weakness in my teaching style. Um, and I don’t know if it comes from the demand of having a curriculum and having to report progress so that I feel good about myself as a teacher and the kids feel good about themselves as learners and parents feel good about their kids on their report cards.

Download PDF sample

Rated 4.80 of 5 – based on 47 votes