Search results for: Sztajn Paola
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This article describes the process and outcomes of a project aimed at bringing together a set of diverse experts. The experts should generate a set of design recommendations for what should be considered when creating, sustaining, and assessing professional development systems to support the Common Core State Standards in mathematics.
Updated: Jan. 26, 2016
The authors propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs). The authors consider how LTs provide specificity to four highly used frameworks for examining mathematics teaching, namely mathematical knowledge for teaching, task analysis, discourse facilitation practices, and formative assessment.
Updated: Aug. 19, 2013
The authors develop a model for thinking about the improvement of mathematics teachers’ education and professional development. They do so by developing a model used for K-12 mathematics instruction to consider interactions in a variety ofprofessional development contexts. They also address issues of language in conceptualizing teachers’ professional development,
Updated: Nov. 11, 2008
Mathematics professional development for elementary teachers: Building trust within a school-based mathematics education community
Issues related to trust in a professional development project are discussed in this article, which aims at improving mathematics instruction by developing a mathematics education community of learners. The learners were conceived as both the teachers and the mathematics educators.
Updated: Dec. 11, 2007