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ERIC Number: ED411218
Record Type: RIE
Publication Date: 1997-Mar
Pages: 41
Abstractor: N/A
What Makes for a Good Beginning? Improvising in an Elementary Mathematics Teacher Inquiry Group.
Sassi, Annette M.; Morse, Amy; Goldsmith, Lyna T.
This paper describes and analyzes the experiences of an inquiry group that was part of a National Science Foundation-funded elementary mathematics teacher enhancement project, the "Mathematics for Tomorrow Project." Inquiry group meetings focused on discussions and interpretations of data that teachers have brought from their classrooms. A 3-member team worked on developing the design for this inquiry group. In preparation for each session, the members visited each others classrooms to gather data for later exploration. Some sessions included brainstorming about specific teaching activities, others were presentations, and others used vignettes. The vignettes proved to be the best trigger for focus group discussion. Participants seemed most able to connect with the vignettes which were short accounts of student interactions. Other observations during the course of the inquiry discussions led to additional insights. Creating a space of inquiry required the leader to be aware and attentive to the situation, have a perspective of where the teachers were in their own learning, and be emotionally aware of connections to and within the group. (Contains 13 references.) (JLS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).