Examining Secondary Mathematics Teachers' Opportunities to Develop Mathematically in Professional Learning Communities

2017 ◽  
Vol 117 (3-4) ◽  
pp. 115-126 ◽  
Author(s):  
Matthew P. Campbell ◽  
Hollylynne Stohl Lee
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Secondary Mathematics Teachers

A Guide to Professional Learning for Secondary Mathematics Teachers

2018 ◽  
pp. 287-318
Author(s):  
Karen M. Hamond
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Brain Research ◽  
Secondary Mathematics ◽  
Growth Mindset ◽  
Learning Program ◽  
Secondary Mathematics Teachers ◽  
Quantitative And Qualitative Research

After implementing a professional learning program for mathematics teachers in grades five to twelve with success, this author is providing details as to how it was done and how others can do the same. Included is a literature review of relevant topics such as andragogy, brain research, self-efficacy, growth mindset, distributed leadership, and creating a professional learning community. Quantitative and qualitative research results from the author's initial professional learning program is used to explain the reason for the suggestions made. The curriculum is divided into five sessions of approximately two hours each.

scholarly journals Teacher Talk in Professional Learning Communities

2020 ◽  
Vol 8 (2) ◽  
pp. 118
Author(s):  
Karin Brodie ◽  
Tinoda Chimhande
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Teacher Learning ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Teacher Talk ◽  
Teacher Communities ◽  
Different Levels ◽  
Over Time

Professional learning communities can be important sites for teacher learning depending on the quality of the conversations in these communities. This paper shows how different activities in teacher communities support different kinds of conversation at different levels of depth, through examining the conversations of four professional learning communities of mathematics teachers over two years. Our analysis suggests three key findings. First, there were strong relationships between different activities and the content of the conversations in the communities. Second, the depth of the conversation in the communities was constant across activities and over time. Third, conversations about learner thinking, a key goal of the project, did not increase over time, but there were increases in talk about mathematics and practice. We explore the implications of these findings for teacher learning.

A Guide to Professional Learning for Secondary Mathematics Teachers

2021 ◽  
pp. 734-766
Author(s):  
Karen M. Hamond
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Brain Research ◽  
Secondary Mathematics ◽  
Growth Mindset ◽  
Learning Program ◽  
Secondary Mathematics Teachers ◽  
Quantitative And Qualitative Research

After implementing a professional learning program for mathematics teachers in grades five to twelve with success, this author is providing details as to how it was done and how others can do the same. Included is a literature review of relevant topics such as andragogy, brain research, self-efficacy, growth mindset, distributed leadership, and creating a professional learning community. Quantitative and qualitative research results from the author's initial professional learning program is used to explain the reason for the suggestions made. The curriculum is divided into five sessions of approximately two hours each.

Sign in / Sign up

Export Citation Format

Share Document