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ERIC Number: EJ1168507
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISSN: EISSN-2331-186X
What Teachers Understand of Model Lessons
Courtney, Scott A.
Cogent Education, v4 n1 Article 1296528 2017
Over the past two decades, researchers in mathematics teacher education have identified characteristics of high quality professional development (PD). This report describes an investigation of a common approach to PD with secondary mathematics teachers, providing teachers with opportunities to experience reform-oriented model lessons as students of the lesson's mathematics. Teachers experienced a lesson, as students, on the design of displays of statistical data as a method to investigate statistical questions. The investigation then examined the ways in which teachers assimilated the lesson by having them attempt to reconstruct the lesson for their own use. The author points to ways in which teachers' current meanings and ways of thinking about statistics in particular, and mathematics in general, interfered with their ability to create a coherent reconstruction of the lesson and identifies two potential sources that account for the difficulties teachers exhibited in their attempts to reconstruct the lesson.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: EHR0353470