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Focusing On Teacher Learning: Revisiting the Issue of Having Students Consider Multiple Solutions for Mathematics Problems |
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Abstract:
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Few teachers would doubt the value of providing students with opportunities to consider multiple solutions for mathematics problems; yet, this practice is rarely seen in studies of U.S. mathematics teaching. To consider the complexities and challenges entailed in this seemingly straightforward pedagogical practice, we provide an analysis of data collected in the BIFOCAL project. Using these data, we examine how teachers’ thinking about this issue changed over time in relation to a sequence of professional development sessions. |
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student (95), teacher (92), solut (59), multipl (44), respons (38), test (32), mathemat (30), particip (29), one (29), use (28), would (27), problem (26), post (25), share (24), approach (24), year (23), think (23), practic (21), develop (20), consid (19), issu (19), |
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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:
| Silver, Edward., Charalambous, Charalambos., Strawhun, Beatriz. and Stylianides, Gabriel. "Focusing On Teacher Learning: Revisiting the Issue of Having Students Consider Multiple Solutions for Mathematics Problems" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, TBA, Mérida, Yucatán, Mexico, Nov 09, 2006 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p115471_index.html> |
APA Citation:
| Silver, E. A., Charalambous, C. Y., Strawhun, B. T. and Stylianides, G. J. , 2006-11-09 "Focusing On Teacher Learning: Revisiting the Issue of Having Students Consider Multiple Solutions for Mathematics Problems" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, TBA, Mérida, Yucatán, Mexico Online <PDF>. 2009-05-24 from http://www.allacademic.com/meta/p115471_index.html |
Publication Type: Research Report
Abstract: Few teachers would doubt the value of providing students with opportunities to consider multiple solutions for mathematics problems; yet, this practice is rarely seen in studies of U.S. mathematics teaching. To consider the complexities and challenges entailed in this seemingly straightforward pedagogical practice, we provide an analysis of data collected in the BIFOCAL project. Using these data, we examine how teachers’ thinking about this issue changed over time in relation to a sequence of professional development sessions. |
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| FOCUSING ON TEACHER LEARNING: REVISITING THE ISSUE OF HAVING STUDENTS CONSIDER MULTIPLE SOLUTIONS FOR MATHEMATICS PROBLEMS Edward A. Silver1 Charalambos Y. Charalambous2 Beatriz Font Strawhun2 and Gabriel J. Stylianides3 1 2 University of Michigan 3 University of Pittsburgh 1 easilver@umich.edu Few teachers would doubt the value of providing students with opportunities to consider multiple solutions for mathematics problems; yet this practice is rarely seen in studies of U.S. mathematics teaching. To consider the complexities and challenges entailed in this |
| decimals ratios and percents: Hard to teach and hard to learn. Portsmouth N.H.: Heinemann. Silver E. A. Ghousseini H. Gosen D. Charalambous C. & Strawhun B. (2005). Moving from Rhetoric to Praxis: Issues Faced by Teachers in Having Students Consider Multiple Solutions for Problems in the Mathematics Classroom. Journal of Mathematics Behavior 24 287-301. Smith M. S. Silver E. A. & Stein M. K. (2005a). Improving instruction in algebra: Using cases to transform mathematics teaching and learning Volume 2. |
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