ERIC Number: ED368698
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Changing Practice: Teaching Mathematics for Understanding. A Professional Development Guide.
Kirsner, Steven A.; And Others
The materials provided in this package include a 24-minute video and a professional development guide. The video portrays several different approaches to teaching mathematics in ways that are consistent with the National Council of Teachers of Mathematics (NCTM) Standards. The methods employed differ from conventional mathematics teaching in respect to the student's role, the mathematics content, and the teacher's role. The guide is organized into the following sections: (1) Introduction to the Video (the aims and rationale of the video); (2) Using the Video and Professional Development Guide; (3) Orienting Questions for Viewing the Video; (4) Analyzing Classroom Segments on the Video (raises questions and issues in light of NCTM Standards); (5) Annotated Bibliography; (6) Craft Papers (for further study); and (7) List of Publications from the National Center for Research on Teacher Learning (NCRTL). The craft papers in section 6 are: (1) "Changing Minds" (Educational Extension Service/Michigan Partnership); (2) "Could You Say More about That? A Conversation about the Development of a Group's Investigation of Mathematics Teaching" (H. L. Featherstone, and others; and (3) "Assessing Assessment: Investigating a Mathematics Performance Assessment" (Michael Lehman). (LL)
Descriptors: Change Strategies, Class Activities, Educational Practices, Elementary School Teachers, Elementary Secondary Education, Faculty Development, Mathematical Concepts, Mathematics Instruction, Secondary School Teachers, Student Role, Teacher Role, Teaching Guides, Teaching Methods, Videotape Cassettes
National Center for Research on Teacher Learning, Michigan State University, East Lansing, MI 48826-1034 (video and guide).
Publication Type: Guides - Classroom - Teacher; Non-Print Media
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.