In-Service Mathematics Teachers’ Professional Learning in Teaching Research Group

2018 ◽  
pp. 209-223
Keyword(s):  
Professional Learning ◽  
Mathematics Teachers ◽  
Research Group ◽  
Teaching Research

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.

Enhanced Interactivity in Secondary Mathematics

2010 ◽  
pp. 118-130
Author(s):  
Dave Miller ◽  
Derek Glover
Keyword(s):  
Secondary School ◽  
Learning Style ◽  
Mathematics Teachers ◽  
Research Group ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Secondary Mathematics ◽  
Interactive Whiteboards ◽  
Motivational Support

This chapter outlines the background to the development of changed pedagogy by mathematics teachers within a secondary school in England. It relates this development to the enhanced understanding of the use of interactive whiteboards, initially as a presentational and motivational support but then as the basis of more effective conceptual and cognitive learning by students. The experience of teachers within the school and members of a research group points to the importance of the integration of interactive whiteboards, desk work and thinking in the planning of mathematics lessons. It also discusses emerging evidence that effective whiteboard use requires an understanding of the role of individual learning style, gesture, and artifact use in reflective and stepped teaching and learning situations.

scholarly journals Mathematics teachers’ learning on Exploratory Teaching: analysis of a Multimedia Case in a Community of Practice

2020 ◽  
Vol 22 (1) ◽  
pp. 112-133
Author(s):  
Cristina Cirino de Jesus ◽  
Marcia Cristina de Costa Trindade Cyrino ◽  
Hélia Margarida de Oliveira
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Classroom Management ◽  
Community Of Practice ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Lesson Planning ◽  
Audio Recording ◽  
Teachers Professional Development ◽  
Multimedia Resource

This article aim is to investigate what professional learning regarding Exploratory Teaching (ET) perspective was revealed by Mathematics teachers, in a Community of Practice (CoP). In a context intended to promote teachers’ professional development, a multimedia resource integrating real classroom situations was used to promote discussion and learning. Qualitative research has been carried out with an audio recording of the group meetings and the written productions elaborated by the teachers. The learning related to the Exploratory Teaching perspective revealed by the teachers is associated to the actions and roles of the teacher, the student’s role, classroom management and the relevance of lesson planning in teacher’s practice. The involvement in the CoP favored teachers to rethink and question some of their actions during the lessons and to notice essential aspects of ET perspective and to connect them with their experiences from the classroom. The results show that the constitution of a CoP around the exploration of a multimedia case in professional development contexts can be a facilitator for the learning of its members.

scholarly journals Secondary School Mathematics Teachers’ Professional Learning in a Lesson Study

2020 ◽  
Vol 22 (3) ◽  
pp. 2-27
Author(s):  
Adriana Richit ◽  
Mauri Luís Tomkelski
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Development Process ◽  
Collaborative Work ◽  
School Context ◽  
Teaching Resources ◽  
Public Network

Background: Lesson study is an innovative professional development process, originated from Japan, that is important to know if it may be applicable in other cultural contexts. Objective: This paper analyses professional learning of mathematic teachers involved in lesson study. Design: Qualitative and interpretative research, using participant observation. Setting and participants: The participants are seventeen mathematics teachers of secondary school at the teaching public network of Rio Grande do Sul State. Data collection and analysis: Research’s empirical material consist of field notes produced in the context of lesson study sessions, teachers’ textual productions systematized in their logbooks, audio recordings of the research lesson and debriefing session. Results: The results highlight that teachers’ participation in lesson study provided them professional learning related to deepening of the curricular content to teach at classroom, as well about teaching resources to teach mathematics topics and also about the collaborative work in the school context, the reflection on professional practices and about the teacher’s education approaches prevalent in the educative settings. Conclusions: The study suggests that lesson study is a powerful professional development process both regarding mathematics teaching and professional culture.

scholarly journals Exploring Latent Topics and Research Trends in Mathematics Teachers’ Knowledge Using Topic Modeling: A Systematic Review

Mathematics ◽  
2021 ◽  
Vol 9 (22) ◽  
pp. 2956
Author(s):  
Sunghwan Hwang ◽  
Eunhye Cho
Keyword(s):  
Systematic Review ◽  
Content Knowledge ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Topic Modeling ◽  
Research Trends ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
Mining Technique ◽  
Over Time

Mathematics teachers’ knowledge is considered one of the most critical factors in instruction and student achievement. As such, various studies have focused on mathematics teachers’ knowledge. Despite the expansion of the field, however, a systematic review was rarely implemented. Therefore, this study aimed to identify major research topics and trends on mathematics teachers’ knowledge by analyzing abstracts of 3485 scholarly articles published from 1987 to 2021. Using a text-mining technique, 11 underlying topics were found in the articles. The topics were classified based on their relationships and the following four groups were identified: “assessment”, “teachers’ knowledge for teaching”, “students’ knowledge and understanding”, and “teachers’ professional learning”. Over time, the analysis of research trends showed that professional development is the most popular topic, followed by pedagogical content knowledge and students’ mathematical understanding. Moreover, the popularity of these topics has not changed considerably over time. This study provides implications based on these results.

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