Search results for: Marin Katherine Ariemma
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The authors examine whether an analysis framework, the Mathematical Quality of Instruction (MQI), can assist prospective teachers in noticing and interpreting salient aspects of classroom practice. The findings indicate that participation in a video club led prospective teachers to be better able to notice these salient features of mathematics instruction when watching video-taped lessons. Furthermore, participants adopted a more interpretive stance toward the classroom components they noticed and used evidence to support their stance. Prospective teachers’ abilities to notice students’ mathematical thinking improved as a result of structured video analysis.
Updated: Jul. 03, 2017
This self-study describes the author's transition from teacher to teacher educator. During this transition, the author explored how her beliefs about mathematics teacher education influenced the work of planning and teaching a course for the first time. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as inquiry. The author concludes that long-term goals related to reflection, career-long learning, and professional growth were what the author felt were missing in the courses she had taken as a teacher candidate, observed as a graduate student, and worked in as a teaching assistant. The tension between the short-term goals of teacher candidates and the long-term goals of the faculty was striking.
Updated: Nov. 15, 2016