NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1103504
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-1442-3901
Fostering Teacher Learning of Conjecturing, Generalising and Justifying through Mathematics Studio
Lesseig, Kristin
Mathematics Teacher Education and Development, v18 n1 p100-118 2016
Calls to advance students' ability to engage in mathematical reasoning practices including conjecturing, generalising and justifying (CGJ) place significant new demands on teachers. This case study examines how Mathematics Studio provided opportunities for a team of U.S. middle school teachers to learn about these practices and ways to promote them in the classroom. Findings demonstrate how CGJ readings and focused discussions, coupled with repeated cycles of collaborative lesson planning, observation and debrief, supported the development of teacher knowledge, professional community, and teaching resources. In addition, this paper explores the role school leadership played in facilitating Math Studio to ensure these learning opportunities were realised. Documenting how Math Studio features and participants contributed to teachers' ability to implement CGJ focused lessons not only provides insights into the difficulties teachers have shifting instruction, but also adds to our understanding of school-embedded professional development more generally.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan; United States