Mathematical Tasks as a Framework for Reflection: From Research to Practice

1998 ◽  
Vol 3 (4) ◽  
pp. 268-275 ◽  
Author(s):  
Mary Kay Stein ◽  
Margaret Schwan Smith
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Professional Growth ◽  
Professional Standards ◽  
Primary Factor ◽  
Mathematical Tasks ◽  
Teaching Mathematics ◽  
Research To Practice ◽  
Classroom Experiences ◽  
Learning And Teaching

According to the professional Standards for Teaching Mathematics (NCTM 1991), a primary factor in teachers' professional growth is the extent to which they “reflect on learning and teaching individually and with colleagues” (p. 168). Reflecting on their classroom experiences is a way to make teachers aware of how they teach (Hart et al. 1992) and how their students are thriving within the learning environment that has been provided. Although all teachers think informally about their classroom experiences, cultivating a habit of systematic and deliberate reflection may hold the key to improving one's teaching as well as to sustaining lifelong professional development.

Implementing the Professional Standards for Teaching Mathematics: Focusing on Worthwhile Mathematical Tasks in Professional Development: Using a Task from the National Assessment of Educational Progress

1998 ◽  
Vol 91 (2) ◽  
pp. 156-161
Author(s):  
Glendon W. Blume ◽  
Judith S. Zawojewski ◽  
Edward A. Silver ◽  
Patricia Ann Kenney
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Mathematical Reasoning ◽  
Professional Standards ◽  
Mathematical Tasks ◽  
Problem Solver ◽  
Teaching Mathematics ◽  
National Assessment ◽  
Mathematical Ideas ◽  
Solution Methods

Worthwhile mathematical tasks engage the problem solver in sound and significant mathematics, elicit a variety of solution methods, and require mathematical reasoning. Such problems also prompt responses that are rich enough to reveal mathematical understandings. Just as good classroom practice engages students in worthwhile mathematical tasks, sound professional development does the same with teachers. Providing teachers with opportunities to engage in worthwhile mathematical tasks and to analyze the mathematical ideas underlying those tasks promotes the vision of the Professional Standards for Teaching Mathematics (NCTM 1991).

From the Editorial Panel: A World of Ideas at Your Fingertips

1996 ◽  
Vol 89 (6) ◽  
pp. 454-455
Author(s):  
Roberta K. Koss
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Mathematics Teacher ◽  
Professional Growth ◽  
Active Role ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Student Activities ◽  
Professional Journals ◽  
Reading Professional

A teacher's workday is filled with so many tasks—planning and presenting lessons, giving help to individual students, contacting parents, acting as advisors for extracurricular activities, serving on committees, assessing students' work—that adding another responsibility seems impossible. However, professional development is a necessary task that affects all aspects of a teacher's work. The Professional Standards for Teaching Mathematics (NCTM 1991) calls for teachers to take an active role in their own professional development and lists “reading and discussing ideas presented in professional publications“ (p. 16g) as an activity that will enhance professional growth. The necessity of reading professional journals can be a blessing in disguise because teachers can gain myriad ideas to help with their work. I shall share a few of the ways in which I plan to use the 1996–1997 Mathematics Teacher to help me plan my lessons, prepare student activities, and grow professionally.

scholarly journals Graduate Students' Reflections on Technology in Language Learning and Teaching: A Qualitative Study

2019 ◽  
Author(s):  
Mohammed A. A. Farrah
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Graduate Students ◽  
Language Learning ◽  
Professional Growth ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Reflective Journals ◽  
Integrated Theory ◽  
Academic Year

This study aims to analyze the experiences and perceptions of a group of graduate students regarding an MA Technology in Language Learning and Teaching Course at Hebron University, Palestine. Specifically, the study addressed the aspects of the course that were perceived as the most useful for them and how graduate students perceive their professional growth as a result of the course. The study took place during the second semester of the academic year 2016/2017. The researcher employed a qualitative research to achieve the aims of the study. The participants wrote reflective journals and described how the course integrated theory and practice. The results revealed that the students benefited from the different elements of the course. Particularly, they benefited from the practical projects. The experience helped them in their professional development. Finally, the students offered a number of suggestions for improving the course. The researcher concluded with a set of recommendations.

Implementing The Professional Standards for Teaching Mathematics: Linking Teaching, Learning, and Assessment

1994 ◽  
Vol 41 (9) ◽  
pp. 550-552
Author(s):  
Jeane M. Joyner
Keyword(s):  
Learning Environment ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Other Information ◽  
Teaching Learning ◽  
Analysis Of Teaching

The sixth standard in the Professional Standards for Teaching Mathematics (NCTM 1991) focuses on analyzing and interconnecting teaching and learning. The standard calls for the analysis of teaching and learning to be ongoing by “[o]bserving, listening to, and gathering other information about students to assess what they are learning.” Teachers examine the “[e]ffects of the tasks, discourse, and learning environment on students' mathematical knowledge, skills, and dispositions.”

Implementing the Professional Standards for Teaching Mathematics: Learn from Your Students

1992 ◽  
Vol 85 (8) ◽  
pp. 656-659
Author(s):  
Margaret A. Farrell
Keyword(s):  
Professional Development ◽  
Classroom Instruction ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Teaching Standards ◽  
Professional Development Of Teachers ◽  
Professional Teaching Standards ◽  
Professional Teaching ◽  
Individual Commitment

The next four articles in this department address issues related to four of the six standards in the section of the Professional Teaching Standards (NCTM 1991) titled “Standards for the Professional Development of Teachers of Mathematics.” The series will pay particular attention to the ways in which these standards affect the in-service teacher of mathematics, whose ongoing professional development depends. to a large extent, on individual commitment, reflection, and action. We hope that these articles will furnish a basis from which teachers can begin to examine and improve their own classroom instruction.

Professional Development: Teachers' Communication and Collaboration Keys to Student Achievement

1995 ◽  
Vol 1 (6) ◽  
pp. 454-458
Author(s):  
Helene J. Sherman ◽  
Thomas Jaeger
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Educational Reform ◽  
Mathematics Teaching ◽  
School Mathematics ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Professional Satisfaction ◽  
Evaluation Standards ◽  
Instructional Changes

The curriculum and evaluation standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991) have served as both stimuli for, and responses to, numerous formal and informal programs, conferences, and conversations calling for educational reform and improvement in mathematics teaching. After all the plans are drawn and all the objectives are written, however, reform is most likely to occur and make a lasting difference when teachers are aware of the need for improvement, have a voice in planning it, and derive a real sense of professional satisfaction from implementing the instructional changes.

A Teacher's Tryangles

2000 ◽  
Vol 6 (5) ◽  
pp. 299-302
Author(s):  
Connie H. Yarema ◽  
Rhonda H. Adams ◽  
Rachel Cagle
Keyword(s):  
Professional Development ◽  
Professional Standards ◽  
Teaching Mathematics

Describes a teacher's mathematics exploration in a professional development setting to exemplify the ideas of the Professional Standards for Teaching Mathematics.

Mathematics Teaching Today

2009 ◽  
Vol 15 (7) ◽  
pp. 400-403
Author(s):  
Tami S. Martin ◽  
William R. Speer
Keyword(s):  
Student Learning ◽  
Mathematics Teaching ◽  
Professional Growth ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
High Quality ◽  
Improving Student Learning

Features, consistent messages, and new components of Mathematics Teaching Today: Improving Practice, Improving Student Learning (NCTM 2007), an updated edition of Professional Standards for Teaching Mathematics (NCTM 1991). The new book describes aspects of high-quality mathematics teaching; offers a model for observing, supervising, and improving mathematics teaching; and outlines guidelines for the education and continued professional growth of teachers.

scholarly journals Professional standards and professional growth of library specialists

2016 ◽  
pp. 51-58 ◽  
Author(s):  
Svetlana Olefir
Keyword(s):  
Professional Development ◽  
Information And Communication Technologies ◽  
Russian Federation ◽  
Professional Growth ◽  
Communication Technologies ◽  
Professional Standards ◽  
Professional Standard ◽  
Professional Certification ◽  
Information And Communication ◽  
The Russian Federation

Problematic issues of introduction of the professional standard «The expert in the field of library information activities» in libraries of the Russian Federation are considered. Professional standard requirements for mastering information and communication technologies are analyzed. The possibilities for assessing expert’s compliance with professional standards, prospects for professional certification, professional development and retraining of personnel are examined. The vectors of professional improvement of library specialists through various education activities, self-education and project involvement are discussed.

Sign in / Sign up

Export Citation Format

Share Document