Search results for: Planas Nuria
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This article centers on a professional development project with a group of high school mathematics teachers in Barcelona. The group included eight teachers who taught in low-income schools with a high percentage of immigrant students. The analysis of data from twelve sessions with the teachers shows the development of a shared awareness of their local situation that leads to their questioning of their practices followed by a reconstruction of those. Teachers worked together to move from talking to action.
Updated: Dec. 24, 2009