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ERIC Number: ED501029
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 10
ISBN: N/A
ISSN: N/A
Mathematics Teacher Professional Development as the Development of Communities of Practice
McGraw, Rebecca; Arbaugh, Fran; Lynch, Kathleen; Brown, Catherine A.
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p269-276
In this research report we share results of a study of an adaptation of Lesson Study, a form of professional development typically used in Japanese elementary schools, with secondary mathematics teachers in the United States. We draw on Wenger's (1998) concept of "communities of practice" and Grossman, Wineberg, and Woolworth's (2001) discussion of "pseudocommunity" to present our analysis of two types of activities: a cycle of lesson development, implementation, and revision as it occurred in one lesson study group (LSG), and book discussions that occurred in large group meetings all LSGs. Our analysis suggests that activities such as these can support community of practice development and that "community development" is useful as a concept for structuring and studying mathematics teacher professional development. [For complete proceedings, see ED500858.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: High Schools; Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan; United States