NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1110438
Record Type: Journal
Publication Date: 2016-Aug-15
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1099-839X
Professional Development for Mathematics Teachers: Using Task Design and Analysis
Lee, Hea-Jin; Özgün-Koca, S. Asli
Current Issues in Education, v19 n2 Aug 2016
This study is based on a Task Design and Analysis activity from a year-long professional development program. The activity was designed to increase teacher growth in several areas, including knowledge of mathematics, understanding of students' cognitive activity, knowledge of good questions, and ability to develop and improve high quality tasks. The study collected data from 30 classroom teachers. Results include teachers' initial understanding of the task, teachers' interpretations and awareness of the strategies their students used to solve the task, and the pattern of revised tasks. The process and findings of the study will expand teacher educators' understanding of structured approaches to link an inservice PD with teachers' work context as well as develop a better analytic framework within which teachers and teacher educators analyze student work.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A