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ERIC Number: ED480853
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 45
Abstractor: N/A
Reference Count: N/A
Using Student Work To Support Professional Development in Elementary Mathematics. A CTP Working Paper.
Kazemi, Elham; Franke, Megan Loef
It is commonly argued that teachers need ongoing engagement with ideas about using student reasoning, pedagogy, and subject matter if they are to make sense of the complex demands of current reforms in mathematics education. Drawing on similar arguments about the potential benefits of using student work to organize professional development, this study charts the development of one teacher workgroup over a year. The analysis addresses two questions: (1) How did teachers' talk about student work develop? and (2) What kinds of mathematical and pedagogical issues were raised as a result of their ongoing and changing talk? The study locates teacher learning in their interactions with one another in the workgroup. In monthly cross-grade meetings, teachers brought and discussed student work that was generated by a similar mathematical problem posed to students in each of their classrooms. The paper documents the teachers' efforts to detail their students' reasoning and discuss how their engagement with mathematical and pedagogical concerns created opportunities for teacher learning. (Contains 64 references.) (Author/SM)
Center for the Study of Teaching and Policy, University of Washington, 203C Miller, Box 353600, Seattle, WA 98195-3600 (Document no. W-03-1). Tel: 206-221-4114; Fax: 206-616-6762; Web site:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Teaching and Policy, Seattle, WA.