scholarly journals When Students’ and Teachers’ Views on Good Mathematics Teaching Limit Co-teaching in Mathematics

2020 ◽  
Vol 1 (2) ◽  
pp. p66
Author(s):  
Hanna Palmér
Keyword(s):  
Professional Development ◽  
Mathematics Teaching ◽  
Development Program ◽  
Professional Development Program ◽  
Upper Secondary ◽  
Good Mathematics Teaching ◽  
Teachers And Students ◽  
Additional Support ◽  
Support Students ◽  
Empirical Material

The empirical material in this paper is from a Swedish upper secondary school where the mathematics lessons over the last two years have been co-taught. Co-teaching implies that two teachers are most often present in the classrooms during the mathematics lessons. Despite this additional support, students’ performance in mathematics remained low and this is why a professional development program was initiated. The aim of the professional development program was to find new ways to increase the number of approved students. At the start of this professional development program, classroom observations and a questionnaire were conducted with teachers and students. The results indicate that teachers’ and students’ views on good mathematics teaching became a limitation for the design of the co-taught lessons. Thus, to increase the number of approved students, teachers’ and students’ views on good mathematics teaching ought to be the focus of the professional development program.

scholarly journals Evolution of Inquiry Questions in a Cyclic Professional Development Program

2020 ◽  
Vol 20 (3) ◽  
pp. 3-18
Author(s):  
John Gruver ◽  
Janet Bowers
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Development Program ◽  
Professional Development Program ◽  
Cyclic Process ◽  
Research Projects ◽  
Teacher Researchers ◽  
Research Questions ◽  
Support Students ◽  
Over Time

Teachers in professional development (PD) programs need time to adopt, enact and reflect on what they are learning in the PD within their own situations. To encourage reflective implementation and adaptation of ideas and practices promoted in the PD studied in this article, participants were asked to engage in several small action research projects over time. To gain insights into how the cyclic process of implementation and reflection effected changes in practice and knowledge, we examined the nature of the research questions asked by a cohort of teacher-researchers (n=31) as they engaged in several cycles of action research over a three-year period. We found the nature of the questions they asked shifted over time from investigating the efficacy of particular interventions in terms of students' performance to exploring how to support students as they reason about mathematics. These results provoke questions about why these particular changes occurred and why others did not.

Using Technology to Support Algebra Teaching and Assessment

2012 ◽  
pp. 224-229
Author(s):  
Sandra L. Richardson ◽  
Shirley L. Barnes ◽  
David S. Torain
Keyword(s):  
Professional Development ◽  
Mathematics Classroom ◽  
Development Program ◽  
Professional Development Program ◽  
Assessment Practices ◽  
Reform Agenda ◽  
Mathematics Classrooms ◽  
Use Of Technology ◽  
8Th Grade ◽  
Teachers And Students

The current reform agenda in mathematics education promotes the view that mathematics should be taught and assessed in a variety of meaningful and authentic ways, including incorporating technology in the mathematics classroom. However, the incorporation and sustained use of technology into mathematics classrooms presents technological, content, and pedagogical challenges to teachers and students. As the necessity and availability of technology in mathematics classrooms increases, so must supporting technology usage in teachers’ content delivery and assessment practices and their professional development (Roblyer & Edwards, 2000; Newby, Stepich, Lehman, & Russell, 2000). This empirical case study reports on the advancement of 8th grade Algebra I teachers’ mathematical assessment practices of technology-based activities and classroom artifacts during a two year professional development program. As a part of the professional development program, participating teachers documented their use of examining and assessing algebraic work on a handheld Computer Algebra System (CAS).

scholarly journals Significant process of change for elementary teachers to foster functional thinking

2013 ◽  
Vol 27 (47) ◽  
pp. 1007-1015
Author(s):  
Nasim Asghary ◽  
Ahmad Shahvarani ◽  
Ali Reza Medghalchi
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Program ◽  
Practice Change ◽  
Professional Development Program ◽  
Process Of Change ◽  
Functional Thinking ◽  
Level Of Use ◽  
Significant Process ◽  
Adaptation Model

The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.

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