Search results for: Steele Michael D.
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This study describes changes in secondary mathematics teachers’ mathematical knowledge for teaching function through their engagement in a mathematics methods course teaching experiment. The participants in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the connections they could make between function representations, and to consider the role of definition in mathematics and the K-12 classroom. The course focused on function which supports work in the classroom; by focusing on one topic, teachers experience the sequencing of tasks and topics in ways that build a conceptual understanding, much in the way that they might design a curricular sequence in their own classroom.Furthermore, the course activities provided teachers with opportunities to refine and elaborate those initial understandings.
Updated: Jan. 05, 2016
Exploring the Mathematical Knowledge for Teaching Geometry and Measurement through the Design and Use of Rich Assessment Tasks
In this article, the author describes the development of a series of tasks designed to investigate and measure teachers’ mathematical knowledge for teaching geometry and measurement. The author presents three design features for rich, open-response items that assess mathematical knowledge for teaching. The set of six two-dimensional geometry and measurement tasks embody these design features and illustrate the ways in which the tasks are grounded in the context of teaching, capture nuanced teacher performance, and measure common and specialized content knowledge. The examples of teacher performance on these tasks illustrate the ways in which the tasks can differentiate teacher performance.
Updated: Aug. 20, 2014
Trajectories of Teacher Identity Development Across Institutional Contexts: Constructing a Narrative Approach
In this study, the authors explore the question, How can teacher educators make informed, responsible, and compassionate decisions about intern identity development? To do so, the authors offer narrative accounts of three secondary teacher candidates moving along identity trajectories with varying degrees and types of difficulty. This narrative approach can help teacher educators understand teacher candidates’ identity development as they move through the complex terrain of teacher preparation, anticipate issues that may arise, and better support teacher candidates on this journey.
Updated: Oct. 27, 2011