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ERIC Number: EJ785274
Record Type: Journal
Publication Date: 2007-Dec
Pages: 21
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1386-4416
The Impact of Task-Based Professional Development on Teachers' Practices and Beliefs: A Design Research Study
Swan, Malcolm
Journal of Mathematics Teacher Education, v10 n4-6 p217-237 Dec 2007
The paper describes a design research study with experienced mathematics teachers of post-16 low-attaining students. The study explored the use of generic collaborative mathematics tasks in promoting professional development. I describe the theoretical basis for the design of the tasks, the tasks themselves and a professional development programme in which they were used by teachers drawn from 44 colleges. Teachers that used many of the tasks reported profound changes to their practices and this was confirmed student reports and classroom observation. Teachers' beliefs about mathematics, teaching and learning both constrained the ways the tasks were implemented and were challenged by the affective and cognitive outcomes. The variation in these outcomes are examined and explained from the evidence.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A