Teacher Goals and Dilemmas in the Use of Mathematical Representations

2014 ◽  
Vol 2 (2) ◽  
pp. 171-184 ◽  
Author(s):  
Edd V. Taylor ◽  
Elizabeth Dyer
Keyword(s):  
Professional Development ◽  
Group Discussion ◽  
Multiple Representations ◽  
Mathematical Representations ◽  
Mathematics Educators ◽  
Teacher Goals

The purpose of this article is to describe the reported goals of teachers participating in professional development related to their efforts to consider multiple representations in their teaching. Through analysis of monthly written reflections and group discussion, we describe 3 teacher dilemmas that emerged related to their efforts to consider multiple representations in their teaching: (a) equitable practices when particular representations result in differential success, (b) a teacher's need to balance exposure and choice, and (c) a potential dilemma related to conflicts between competing goals. We provide suggestions of how mathematics educators might use these findings to support future professional development efforts.

By Way of Introduction: Teaching Children Mathematics: New (School) Year Resolutions

2005 ◽  
Vol 12 (1) ◽  
pp. 3-4
Author(s):  
Cathie Lewis
Keyword(s):  
Professional Development ◽  
Active Role ◽  
New School ◽  
School Year ◽  
January Issue ◽  
Mathematics Educators

The Editorial Panel of Teaching Children Mathematics (TCM) welcomes you to volume 12 and invites you to take an active role in our community of mathematics educators. Once again, we offer you an August issue to begin the school year. Continuing this new publishing schedule is just one indication of how committed we are to bringing you timely and informative articles and ideas. As always, the volume 12 publishing calendar will include nine issues, one each month from August through May, with a combined December/January issue. We will also offer the annual focus issue in October. This year, the theme is “Posing and Solving Problems.” Throughout the volume year, TCM will support NCTM's yearlong professional development focus, “Assessing to Learn and Learning to Assess.” A special icon on the table of contents will signify related articles and departments.

Noticing Children's Participation: Insights Into Teacher Positionality Toward Equitable Mathematics Pedagogy

2014 ◽  
Vol 45 (3) ◽  
pp. 312-350 ◽  
Author(s):  
Anita A. Wager
Keyword(s):  
Professional Development ◽  
Mathematics Instruction ◽  
Elementary Mathematics ◽  
Mathematics Pedagogy ◽  
Mathematics Classrooms ◽  
Mathematics Educators ◽  
Children’S Participation ◽  
Children's Participation ◽  
Development Course

This article describes how teachers in a professional development course responded to what they noticed about children's participation in elementary mathematics classrooms and how what they noticed was connected to the teachers' positionality toward equitable mathematics pedagogy. Findings suggest that a lens of participation supported teachers as they considered how to provide more equitable mathematics instruction. Further, the depth to which teachers noticed children's participation was connected to their positionality as equitable mathematics educators.

scholarly journals Exploring In-Service TEYL Teachers’ Assessment Literacy: Implication For Continuing Professional Development

2020 ◽  
Vol 5 (1) ◽  
pp. 47-51
Author(s):  
Amalul Umam ◽  
Yani Awalia Indah
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Group Discussion ◽  
Continuing Professional Development ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Literacy Standards

Assessment is central and holds essential role in language learning from which the result of the teaching and learning are derived. It shows that the ability of language teachers in assessing their students is crucial. This study explored the assessment literacy of in-service TEYL teachers in Bogor by employing narrative case study. The subjects of the study were 19 English teachers around Bogor. In collecting the data, CALI (Classroom Assessment Literacy Inventory) and FGD (Focus Group Discussion) were employed. The data gathered from CALI were then scored and analyzed, and FGD data were coded based on the assessment literacy standards from which conclusion were derived. The findings reveal that teachers have poor level of assessment literacy. Consequently, teachers must update themselves by conducting continuing professional development. HIGHLIGHTS: Assessing Young Learners is complicated and challenging for Indonesian teachers because of the demand of the Curriculum 2013. Assessment literacy is central in English language learning from which teachers can assess their students and communicate the results to the stakeholder. Continuing Professional Development is an important action that can be done by teachers to increase their assessment literacy.

scholarly journals Putting inquiry-based learning into practice: How teachers changed their beliefs and attitudes through a professional development program

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Elisabeth Hofer ◽  
Anja Lembens
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Qualitative Content Analysis ◽  
Group Discussion ◽  
Development Program ◽  
Professional Development Program ◽  
Inquiry Based Learning ◽  
Individual Interviews ◽  
Teachers Beliefs ◽  
Beliefs And Attitudes

AbstractDespite the tremendous efforts which have been made over the last few years, inquiry-based learning (IBL) has not become an established practice in science education yet. Even if teachers consider IBL an important and valuable approach, they still refrain from implementing it in their own science classes. Research findings suggest that the teachers’ beliefs and attitudes have a crucial influence on their classroom practice. Only if they are compatible with the approach of IBL, the teachers will be willing to implement IBL in their own classes. This article demonstrates how the beliefs and attitudes of three Austrian chemistry teachers changed over the period of a 9-monthly professional development program (PDP). In order to ascertain their beliefs and attitudes regarding IBL previous to and after the PDP, we conducted a group discussion and three individual interviews. The statements from both dates were analyzed using a qualitative content analysis and indicate substantial changes concerning the teachers’ beliefs about the efficacy, capability and practicability of IBL. After participating in the PDP, the teachers took a more positive attitude regarding both IBL in general and its implementation. Considering the findings from this study, we formulate implications for designing PDP at the end.

Investigating the Mathematical Process with Nonlinear Asymptotes

2008 ◽  
Vol 101 (8) ◽  
pp. 574-580
Author(s):  
Michael J. Bossé ◽  
Karen A. DeUrquidi ◽  
David L. Edwards ◽  
N. R. Nandakumar
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Multiple Representations ◽  
School Mathematics ◽  
School Students ◽  
Mathematical Ideas ◽  
Mathematics Educators ◽  
Algebraic Concept ◽  
Mathematical Process

Principles and Standards for School Mathematics (NCTM 2000) emphasizes having students experience mathematics as mathematicians do and demonstrates that the Process Standards—Problem Solving, Reasoning and Proof, Communication, Connections, and Representation—are not simply means through which mathematics is learned and taught; they are also the manner through which mathematics is done. This article presents an abbreviated version of the musings and methodologies experienced by mathematics educators through a genuine problemsolving investigation. This account will investigate dimensions of an algebraic concept known to many high school students and show how these lead to an intuitive understanding of the limit in calculus. Readers will experience and come to a deeper understanding of the Process Standards as well as experience the necessity of using multiple representations to make and solve mathematical conjectures. To accomplish these multidimensional goals, the authors describe a chronological development of mathematical ideas among themselves and invite readers to reason along with them in their actual investigations.

Iterative approach to journal club

2020 ◽  
Vol 96 (1138) ◽  
pp. 496-499
Author(s):  
Rebekah Mynatt Summey ◽  
Whitney Leonard ◽  
Kristan Schiele ◽  
Sigrid Tristan ◽  
Amy Young ◽  
...  
Keyword(s):  
Professional Development ◽  
Needs Assessment ◽  
Small Group ◽  
Journal Club ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Iterative Approach ◽  
Group Format ◽  
Small Group Format

To identify, evaluate and refine a journal club (JC) format that increases faculty and resident engagement. An initial needs assessment followed by a trial of three JC formats: traditional single presenter, debate style and facilitated small group discussion was piloted over 6 months. Anonymous feedback was collected. The facilitated small group format was chosen. Narrative and quantitative feedback were collected from residents and faculty at 6-month intervals for the next 24 months. Changes to the format were made using feedback. Fourteen residents (n=20, 70%) and 10 faculty (n=20, 50%) completed baseline surveys. We initially observed low resident (8/14, 57%) interest in JCs. Additionally, 9/14 (64%) of residents and 1/15 (7%) of faculty reported low confidence presenting articles publicly. After implementation of the new JC format, resident reported enjoyment, on a scale of 1–5, improved from 3.6 to 4.4 (p<0.01). We observed improvement in resident confidence in the ability to critique a paper (2.7 to 4.1, p<0.01) and in confidence speaking in front of both peers (3.8 to 4.6, p<0.01) and faculty (3.0 to 3.8, p=0.04). Faculty confidence with literature critique decreased (from 4.2 to 3.8), but enjoyment remained stable (4.3 to 4.2). A facilitated small group JC format was preferred in our programme. We observed measurable improvements in both resident interest and confidence, as well as sustained faculty interest in JCs. We fostered an environment of inquiry and identified areas of continued professional development.

scholarly journals Unlocking the Power of Inquiry: A Case Study on Elementary Science Professional Development Program

2018 ◽  
Vol 3 (1) ◽  
pp. 74-85
Author(s):  
Ramla Hozefa Poonawala
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Private School ◽  
Elementary Science ◽  
Group Discussion ◽  
Learning Experiences ◽  
Development Program ◽  
Science Professional Development ◽  
Workshop Intervention

This study examines the awareness of inquiry based teaching amongst elementary science teachers through a workshop intervention, conducted in a private school in Karachi, Pakistan. The case study design deployed, highlighted the learning experiences of 24 participants that took part in the professional development workshop. A qualitative survey was carried before the intervention followed by focus group discussion, document analysis and participant observations during and after the intervention. These methodologies were used to record participants learning experiences and awareness of essential features of inquiry based pedagogy. In addition to this, four primary science teachers were interviewed to examine the adoption of essential features of inquiry in their revised lesson plans. The findings of this study were that before the science training the participants were superficially aware of the fundamentals of inquiry based methods and techniques and knew its importance. However, the in-depth process knowledge and skills/strategies required for an effective inquiry was an identifiable shortcoming. The workshop provided learning opportunities to analyze phenomenon, think scientifically, engage in hands-on science activities. Because of the workshop, the participants demonstrated an improved understanding of what entails an inquiry process and features of scientific inquiry. This research should inspire and inform professional developers about gap in inquiry based science teachings. Furthermore, the study aims to motivate private schools in Pakistan to invest in inquiry based science teaching as a tangible long-term benefit which can translate into better teaching practitioner.

scholarly journals Enhancing Thai In-service Teachers’ Perceptions of STEM Education with Tablet-based Professional Development

2018 ◽  
Vol 14 (10) ◽  
pp. 13 ◽  
Author(s):  
Sasithep Pitiporntapin ◽  
Panuvit Chantara ◽  
Wachira Srikoom ◽  
Prasart Nuangchalerm ◽  
Lisa M. Hines
Keyword(s):  
Professional Development ◽  
Stem Education ◽  
Basic Education ◽  
Group Discussion ◽  
Educational Approach ◽  
Teachers Perceptions ◽  
Science Technology ◽  
And Mathematics ◽  
Stem Teaching ◽  
Do So

National efforts in Thailand are currently focused on promoting STEM (Science, Technology, Engineering, and Mathematics) education in order to better prepare the future generations to be an effective and productive workforce. In accordance with this mission, the goal of this research is to develop a tablet-based professional development (PD) program to enhance in-service teachers&rsquo; perceptions of STEM education, which will directly affect both their decision to incorporate STEM, as well as their ability to effectively do so in their own classroom. To assess the efficacy of the PD program, we recruited 240 STEM and non-STEM teachers from basic education schools in Thailand to participate in the program. The activities in this program were divided into three parts: 1) increasing knowledge about STEM education, 2) providing demonstrations of STEM teaching, and 3) developing STEM-based lessons. Data were collected throughout the tablet-based PD program from focus group discussion sessions, pre-post questionnaires, and informal interviews. Data were analyzed using content analysis. The findings revealed that before participating in the tablet-based PD program, the majority of participants had limited knowledge on STEM education and were uncertain on how to integrate STEM into their instructional practices. They also had difficulty with connecting the different STEM disciplines in their activities. Although they were interested in implementing the STEM educational approach, they lacked confidence on how to accomplish this. After completing the tablet-based PD program, many participants had a much better understanding of STEM education and greater confidence with implementing STEM pedagogical approaches.

scholarly journals Peningkatkan Kompetensi Manajerial Pendidikan Kepala Madrasah Melalui Pembinaan Oleh Pengawas Madrasah

EKSPOSE ◽  
2019 ◽  
Vol 16 (2) ◽  
pp. 428
Author(s):  
Musbahaeri Musbahaeri
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Development Program ◽  
Monitoring And Evaluation ◽  
Active Role ◽  
Professional Development Program ◽  
Managerial Competence ◽  
The Government

Madrasah supervisors who have the task of developing managerial education are expected to be able to play an active role in improving the managerial competence of the madrasa head. Madrasah supervisors are required to be active, creative, and innovative in applying and developing managerial supervision of education methods, namely monitoring and evaluation methods, reflection and Focus Group Discussion (FGD), Delphi, and workshops. Through this guidance, the headmaster will share, add insight, and consult with the madrasa supervisor so that in the end there will be an increase in managerial competence in education. The results of coaching by supervisors will be followed up by the madrasa head in managing the madrasa, and followed up by the madrasah supervisor in planning the next coaching, and followed up by the government in preparing the Shopping Professional Development program (PKB) for madrasah supervisors.

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