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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p24802_index.html Direct Link: HTML Code:

Zhao, Qing. "Supporting Teachers' Learning Through the Use of Students’ Work: Conceptualizing Teacher Learning Across the Setting of Professional Development and the Classroom" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA, Oct 20, 2005 <Not Available>. 2008-12-12 <http://www.allacademic.com/meta/p24802_index.html>

Zhao, Q. , 2005-10-20 "Supporting Teachers' Learning Through the Use of Students’ Work: Conceptualizing Teacher Learning Across the Setting of Professional Development and the Classroom" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA Online <APPLICATION/PDF>. 2008-12-12 from http://www.allacademic.com/meta/p24802_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: Looking at students’ work has increased in popularity in mathematics teacher professional development as a promising means of supporting teachers’ learning (Ball & Cohen, 1999; Kazemi & Franke, 2003; Little, 2003). Because students’ work constitutes an indispensable aspect of teachers’ instructional practices, it is typically considered to help relate teacher professional development directly to teachers’ daily practices (Ball & Cohen, 1999). However, up to this point, little conceptual work has been done to articulate the theoretical underpinning of this approach. In this paper, I draw on my experience working with a group of middle-school mathematics teachers to begin to conceptualize this issue and more broadly, the issue of supporting teachers’ learning across the setting of professional development and the classroom.

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