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ERIC Number: EJ853808
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-0022-4871
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development
Elliott, Rebekah; Kazemi, Elham; Lesseig, Kristin; Mumme, Judith; Carroll, Cathy; Kelley-Petersen, Megan
Journal of Teacher Education, v60 n4 p364-379 2009
Filling the knowledge gap in the limited research on professional development leaders is an urgent issue if teacher learning is to be improved. This research and development project is studying how leaders learn to cultivate mathematically rich professional development environments. The authors adapted two frameworks from classroom-based research--sociomathematical norms and practices for orchestrating productive discussion--to support leaders' understanding of facilitation of mathematics professional development. In this article, the authors describe the use of these frameworks in their work and argue for a third framework--the mathematical knowledge for teaching. Based on the analysis of their work, they believe that mathematics professional development leaders need to cultivate particular sociomathematical norms for teacher explanation and employ practices for orchestrating discussions to achieve the purposeful development of teachers' specialized knowledge of mathematics for teaching. (Contains 1 table and 8 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A