Sponsor
This material is based upon work supported by the National Science Foundation under Grant No. DRL-1223074.
Published In
Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Document Type
Conference Proceeding
Publication Date
2017
Subjects
Mathematics -- Study and teaching (Elementary), Effective teaching, Mathematical ability, Mathematics teachers--Training of
Abstract
We share the case of one teacher engaged in professional development (PD) designed to improve collective argumentation. We present an analysis of two lessons in her classroom, one before and one after her engagement with the professional development. Findings show that the classrooms differ across both teacher support for collective argumentation (requesting ideas and elaboration vs. requesting/acts and methods), and student contributions Oustifications vs. procedures and facts) .
Persistent Identifier
https://archives.pdx.edu/ds/psu/29995
Citation Details
Thanheiser, E., Rosencrans, B., Melhuish, K. M., Fagan, J., & Guyot, L. (2017). Increasing student cognitive engagement in the math classroom through sustained professional development. In E. Galindo & J. Newton, (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 479-482).
Description
Presented at the Hoosier Association of Mathematics Teacher Educators in Indianapolis, IN.