ERIC Number: EJ916036
Record Type: Journal
Publication Date: 2011-Feb
Abstractor: As Provided
Reference Count: 41
Teachers Attending to Students' Mathematical Reasoning: Lessons from an After-School Research Program
Francisco, John M.; Maher, Carolyn A.
Journal of Mathematics Teacher Education, v14 n1 p49-66 Feb 2011
There is a documented need for more opportunities for teachers to learn about students' mathematical reasoning. This article reports on the experiences of a group of elementary and middle school mathematics teachers who participated as interns in an after-school, classroom-based research project on the development of mathematical ideas involving middle-grade students from an urban, low-income, minority community in the United States. For 1 year, the teachers observed the students working on well-defined mathematical investigations that provided a context for the students' formation of particular mathematical ideas and different forms of reasoning in several mathematical content strands. The article describes insights into students' mathematical reasoning that the teachers were able to gain from their observations of the students' mathematical activity. The purpose is to show that teachers' observations of students' mathematical activity in research sessions on students' development of mathematical ideas can provide opportunities for teachers to learn about students' mathematical reasoning.
Descriptors: Mathematics Education, Mathematics Teachers, Mathematical Logic, After School Programs, Inservice Teacher Education, Elementary School Teachers, Middle School Teachers, Low Income Groups, Urban Schools, Minority Groups, Mathematics Skills, Observation
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools
Authoring Institution: N/A