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Teachers Considering Implications for Mathematics Learning and Teaching in the Context of Their Own Learning During Professional Development |
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Abstract:
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This study examined the impact on middle school teachers’ conceptions of mathematics learning and teaching through reflections on their mathematical learning experiences within a content-based professional development course. In their reflections, the teachers noted learning and teaching processes aligned with standards-based recommendations. The teachers’ reflections were more reform-oriented when they thought about their learning experiences in the role of a student before jumping to thoughts about teaching. |
Most Common Document Word Stems:
mathemat (53), teacher (47), learn (40), teach (26), student (22), experi (22), reflect (21), develop (17), profession (14), insight (11), classifi (9), educ (8), content (8), impact (7), studi (7), support (7), use (6), instruct (6), program (6), ask (6), consid (6), |
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL: http://www.pmena.org
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Citation:
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MLA Citation:
| Chamberlin, Michelle. "Teachers Considering Implications for Mathematics Learning and Teaching in the Context of Their Own Learning During Professional Development" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada, Oct 25, 2007 <Not Available>. 2008-12-11 <http://www.allacademic.com/meta/p189520_index.html> |
APA Citation:
| Chamberlin, M. T. , 2007-10-25 "Teachers Considering Implications for Mathematics Learning and Teaching in the Context of Their Own Learning During Professional Development" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada Online <PDF>. 2008-12-11 from http://www.allacademic.com/meta/p189520_index.html |
Publication Type: Short Research Paper
Abstract: This study examined the impact on middle school teachers’ conceptions of mathematics learning and teaching through reflections on their mathematical learning experiences within a content-based professional development course. In their reflections, the teachers noted learning and teaching processes aligned with standards-based recommendations. The teachers’ reflections were more reform-oriented when they thought about their learning experiences in the role of a student before jumping to thoughts about teaching. |
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| Word count: |
1684 |
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| 125 TEACHERS CONSIDERING IMPLICATIONS FOR MATHEMATICS LEARNING AND TEACHING IN THE CONTEXT OF THEIR OWN LEARNING DURING PROFESSIONAL DEVELOPMENT Michelle T. Chamberlin University of Wyoming michelle.chamberlin@unco.edu This study examined the impact on middle school teachers conceptions of mathematics learning and teaching through reflections on their mathematical learning experiences within a content-based professional development course. In their reflections the teachers noted learning and teaching processes aligned with standards-based recommendations. The teachers reflections were more reform-oriented when they thought about their |
| Mathematics Teacher Education 4 55-79. Schifter D. (1998). Learning mathematics for teaching: From a teachers’ seminar to the classroom. Journal of Mathematics Teacher Education 1(1) 55-87. Strauss A. L. & Corbin J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks CA: Sage. Swafford J. O. Jones G. A. & Thornton C. A. (1997). Increased knowledge in geometry and instructional practice. Journal for Research in Mathematics Education 28(4) 467-483. Lamberg T. & |
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Studying elementary preservice teachers’ learning of mathematics teaching: Preliminary insights
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