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ERIC Number: EJ1038177
Record Type: Journal
Publication Date: 2014-Feb
Pages: 32
Abstractor: As Provided
Reference Count: 131
ISBN: N/A
ISSN: ISSN-1386-4416
Mathematics Teachers' Learning: A Conceptual Framework and Synthesis of Research
Goldsmith, Lynn T.; Doerr, Helen M.; Lewis, Catherine C.
Journal of Mathematics Teacher Education, v17 n1 p5-36 Feb 2014
How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? The question of how (and what) teachers learn lies at the crux of any effort to provide high-quality mathematics teaching for all students. This article reviews 106 articles written between 1985 and 2008 related to the professional learning of practicing teachers of mathematics. We offer a synthesis of this research, guided by Clarke and Hollingsworth's ("Teach Teach Educ" 18(8):947-967, 2002) dynamic model of teacher growth. Their model emphasizes the recursive nature of teachers' learning and suggests that growth in one aspect of teachers' knowledge and practice may promote subsequent growth in other areas. We report the results in six major areas of teacher learning, identify several crosscutting themes in the literature, and make recommendations for future research aimed at understanding teachers' professional learning.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A