Teacher Perspectives on Mathematics Content and Pedagogy: Describing and Documenting Movement
Saved in:
| Title: | Teacher Perspectives on Mathematics Content and Pedagogy: Describing and Documenting Movement |
|---|---|
| Language: | English |
| Authors: | Erchick, Diana B., Dornoo, Michael D., Joseph, Manjula P. |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2011 (pter). |
| Availability: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2011 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Teacher Attitudes, Mathematics Instruction, Pedagogical Content Knowledge, Mathematics Teachers, Coaching (Performance), Qualitative Research, Mathematics, Faculty Development, Mathematical Concepts, Elementary School Teachers, Middle School Teachers, Teacher Participation, Personal Narratives, Work Sample Tests |
| Abstract: | In this paper we report on a study examining how teacher perspectives on mathematics content and pedagogy changed after the teachers' schools participated for one year in the Mathematics Coaching Program. Teacher narrative responses to questions about student work samples provided qualitative data for analysis. Questions asked for teacher input on student thinking and instructional decisions. Responses reveal teacher change in the area of the program goals of movement toward an integrated procedural/conceptual perspective on content and a learner responsive perspective on pedagogy. [For the complete proceedings, see ED585874.] |
| Abstractor: | As Provided |
| Number of References: | 28 |
| Entry Date: | 2018 |
| Accession Number: | ED585986 |
| Database: | ERIC |
| Abstract: | In this paper we report on a study examining how teacher perspectives on mathematics content and pedagogy changed after the teachers' schools participated for one year in the Mathematics Coaching Program. Teacher narrative responses to questions about student work samples provided qualitative data for analysis. Questions asked for teacher input on student thinking and instructional decisions. Responses reveal teacher change in the area of the program goals of movement toward an integrated procedural/conceptual perspective on content and a learner responsive perspective on pedagogy. [For the complete proceedings, see ED585874.] |
|---|
