The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Randolph A Philipp - One of the best experts on this subject based on the ideXlab platform.
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professional noticing of children s Mathematical Thinking
Journal for Research in Mathematics Education, 2010Co-Authors: Victoria R Jacobs, Lisa L Lamb, Randolph A PhilippAbstract:The construct professional noticing of children’s Mathematical Thinking is introduced as a way to begin to unpack the in-the-moment decision making that is foundational to the complex view of teaching endorsed in national reform documents. We define this expertise as a set of interrelated skills including (a) attending to children’s strategies, (b) interpreting children’s understandings, and (c) deciding how to respond on the basis of children’s understandings. This construct was assessed in a cross-sectional study of 131 prospective and practicing teachers, differing in the amount of experience they had with children’s Mathematical Thinking. The findings help to characterize what this expertise entails; provide snapshots of those with varied levels of expertise; and document that, given time, this expertise can be learned.
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effects of early field experiences on the Mathematical content knowledge and beliefs of prospective elementary school teachers an experimental study
Journal for Research in Mathematics Education, 2007Co-Authors: Randolph A Philipp, Eva Thanheiser, Rebecca Ambrose, Lisa L Lamb, Judith T Sowder, Bonnie P Schappelle, Larry Sowder, Jennifer ChauvotAbstract:In this experimental study, prospective elementary school teachers enrolled in a mathematics course were randomly assigned to (a) concurrently learn about children’s Mathematical Thinking by watching children on video or working directly with children, (b) concurrently visit elementary school classrooms of conveniently located or specially selected teachers, or (c) a control group. Those who studied children’s Mathematical Thinking while learning mathematics developed more sophisticated beliefs about mathematics, teaching, and learning and improved their Mathematical content knowledge more than those who did not. Furthermore, beliefs of those who observed in conveniently located classrooms underwent less change than the beliefs of those in the other groups, including those in the control group. Implications for assessing teachers’ beliefs and for providing appropriate experiences for prospective teachers are discussed.
Megan L Franke - One of the best experts on this subject based on the ideXlab platform.
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teacher questioning to elicit students Mathematical Thinking in elementary school classrooms
Journal of Teacher Education, 2009Co-Authors: Megan L Franke, Noreen M Webb, Angela G Chan, Marsha Ing, Deanna Freund, Dan BatteyAbstract:Cognitively Guided Instruction (CGI) researchers have found that while teachers readily ask initial questions to elicit students’ Mathematical Thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning CGI professional development. We detail teachers’ questions and how they relate to students’ making explicit their complete and correct explanations. We found that after the initial “How did you get that?” question, a great deal of variability existed among teachers’ questions and students’ responses.
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capturing teachers generative change a follow up study of professional development in mathematics
American Educational Research Journal, 2001Co-Authors: Megan L Franke, Thomas P Carpenter, Linda Levi, Elizabeth FennemaAbstract:This study documents how teachers who participated in a professional development program on understanding the development of students’ Mathematical Thinking continued to implement the principles of the program 4 years after it ended. Twenty-two teachers participated in follow-up interviews and classroom observations. All 22 teachers maintained some use of children’s Thinking and 10 teachers continued learning in noticeable ways. The 10 teachers engaged in generative growth (a) viewed children’s Thinking as central, (b)possessed detailed knowledge about children’s Thinking, (c) discussed frameworks for characterizing the development of children’s Mathematical Thinking, (d) perceived themselves as creating and elaborating their own knowledge about children’s Thinking, and (e) sought colleagues who also possessed knowledge about children’s Thinking for support. The follow-up revealed insights about generative growth, sustainability of changed practice and professional development.
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a longitudinal study of learning to use children s Thinking in mathematics instruction
Journal for Research in Mathematics Education, 1996Co-Authors: Elizabeth Fennema, Victoria R Jacobs, Megan L Franke, Thomas P Carpenter, Linda Levi, Susan B EmpsonAbstract:This study examined changes in the beliefs and instruction of 21 primary grade teachers over a 4-year period in which the teachers participated in a CGI (Cognitively Guided Instruction) teacher development program that focused on helping the teachers understand the development of children's Mathematical Thinking by interacting with a specific research-based model. Over the 4 years, there were fundamental changes in the beliefs and instruction of 18 teachers such that the teachers' role evolved from demonstrating procedures to helping children build on their Mathematical Thinking by engaging them in a variety of problem-solving situations and encouraging them to talk about their Mathematical Thinking. Changes in the instruction of individual teachers were directly related to changes in their students' achievement. For every teacher, class achievement in concepts and problem solving was higher at the end of the study than at the beginning. In spite of the shift in emphasis from skills to concepts and problem solving, there was no overall change in computational performance. The findings suggest that developing an understanding of children's Mathematical Thinking can be a productive basis for helping teachers to make the fundamental changes called for in current reform recommendations. Reforming math [teaching] ... at its heart is a problem of [teachers'] learning. [And one of the critical things they must learn is] knowledge of children and their mathematics [which] is crucial to teaching for understanding. (Ball, 1994, p. 1)
Elizabeth A Van Es - One of the best experts on this subject based on the ideXlab platform.
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selecting video clips to promote mathematics teachers discussion of student Thinking
Journal of Teacher Education, 2009Co-Authors: Miriam Gamoran Sherin, Katherine A Linsenmeier, Elizabeth A Van EsAbstract:This study explores the use of video clips from teachers’ own classrooms as a resource for investigating student Mathematical Thinking. Three dimensions for characterizing video clips of student Mathematical Thinking are introduced: the extent to which a clip provides windows into student Thinking, the depth of Thinking shown, and the clarity of the Thinking. Twentysix video clips were rated as being low, medium, or high on each dimension. Corresponding teacher discussions of each video were then examined to identify the ways in which clip dimensions served as catalysts for more and less productive teacher conversations of student Mathematical Thinking. Findings include first, that, under certain circumstances, both lowand high-depth clips lead to productive discussions. Second, high-depth clips in which student Thinking is sustained only briefly do not typically lead to productive discussions. Third, in cases where windows and depth are both high, clips that are either low or high in clarity resulted in productive conversations of student Thinking on the part of teachers.
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mathematics teachers learning to notice in the context of a video club
Teaching and Teacher Education, 2008Co-Authors: Elizabeth A Van Es, Miriam Gamoran SherinAbstract:Abstract This study examines changes in teachers’ Thinking as they participated in a video club designed to help them learn to notice and interpret students’ Mathematical Thinking. First, we investigate changes in teachers’ talk about classroom video segments before and after participation in the video club. Second, we identify three paths along which teachers learned to notice students’ Mathematical Thinking in this context: Direct, Cyclical, and Incremental. Finally, we explore ways the video club context influenced teacher learning. Understanding different forms of teacher learning provides insight for research on teacher cognition and may inform the design of video-based professional development.
Miriam Gamoran Sherin - One of the best experts on this subject based on the ideXlab platform.
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selecting video clips to promote mathematics teachers discussion of student Thinking
Journal of Teacher Education, 2009Co-Authors: Miriam Gamoran Sherin, Katherine A Linsenmeier, Elizabeth A Van EsAbstract:This study explores the use of video clips from teachers’ own classrooms as a resource for investigating student Mathematical Thinking. Three dimensions for characterizing video clips of student Mathematical Thinking are introduced: the extent to which a clip provides windows into student Thinking, the depth of Thinking shown, and the clarity of the Thinking. Twentysix video clips were rated as being low, medium, or high on each dimension. Corresponding teacher discussions of each video were then examined to identify the ways in which clip dimensions served as catalysts for more and less productive teacher conversations of student Mathematical Thinking. Findings include first, that, under certain circumstances, both lowand high-depth clips lead to productive discussions. Second, high-depth clips in which student Thinking is sustained only briefly do not typically lead to productive discussions. Third, in cases where windows and depth are both high, clips that are either low or high in clarity resulted in productive conversations of student Thinking on the part of teachers.
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mathematics teachers learning to notice in the context of a video club
Teaching and Teacher Education, 2008Co-Authors: Elizabeth A Van Es, Miriam Gamoran SherinAbstract:Abstract This study examines changes in teachers’ Thinking as they participated in a video club designed to help them learn to notice and interpret students’ Mathematical Thinking. First, we investigate changes in teachers’ talk about classroom video segments before and after participation in the video club. Second, we identify three paths along which teachers learned to notice students’ Mathematical Thinking in this context: Direct, Cyclical, and Incremental. Finally, we explore ways the video club context influenced teacher learning. Understanding different forms of teacher learning provides insight for research on teacher cognition and may inform the design of video-based professional development.
Elizabeth Fennema - One of the best experts on this subject based on the ideXlab platform.
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capturing teachers generative change a follow up study of professional development in mathematics
American Educational Research Journal, 2001Co-Authors: Megan L Franke, Thomas P Carpenter, Linda Levi, Elizabeth FennemaAbstract:This study documents how teachers who participated in a professional development program on understanding the development of students’ Mathematical Thinking continued to implement the principles of the program 4 years after it ended. Twenty-two teachers participated in follow-up interviews and classroom observations. All 22 teachers maintained some use of children’s Thinking and 10 teachers continued learning in noticeable ways. The 10 teachers engaged in generative growth (a) viewed children’s Thinking as central, (b)possessed detailed knowledge about children’s Thinking, (c) discussed frameworks for characterizing the development of children’s Mathematical Thinking, (d) perceived themselves as creating and elaborating their own knowledge about children’s Thinking, and (e) sought colleagues who also possessed knowledge about children’s Thinking for support. The follow-up revealed insights about generative growth, sustainability of changed practice and professional development.
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a longitudinal study of learning to use children s Thinking in mathematics instruction
Journal for Research in Mathematics Education, 1996Co-Authors: Elizabeth Fennema, Victoria R Jacobs, Megan L Franke, Thomas P Carpenter, Linda Levi, Susan B EmpsonAbstract:This study examined changes in the beliefs and instruction of 21 primary grade teachers over a 4-year period in which the teachers participated in a CGI (Cognitively Guided Instruction) teacher development program that focused on helping the teachers understand the development of children's Mathematical Thinking by interacting with a specific research-based model. Over the 4 years, there were fundamental changes in the beliefs and instruction of 18 teachers such that the teachers' role evolved from demonstrating procedures to helping children build on their Mathematical Thinking by engaging them in a variety of problem-solving situations and encouraging them to talk about their Mathematical Thinking. Changes in the instruction of individual teachers were directly related to changes in their students' achievement. For every teacher, class achievement in concepts and problem solving was higher at the end of the study than at the beginning. In spite of the shift in emphasis from skills to concepts and problem solving, there was no overall change in computational performance. The findings suggest that developing an understanding of children's Mathematical Thinking can be a productive basis for helping teachers to make the fundamental changes called for in current reform recommendations. Reforming math [teaching] ... at its heart is a problem of [teachers'] learning. [And one of the critical things they must learn is] knowledge of children and their mathematics [which] is crucial to teaching for understanding. (Ball, 1994, p. 1)
