Professional Development for Mathematics Teachers: Using Task Design and Analysis

This study is based on a Task Design and Analysis activity from a year-long professional development program. The activity was designed to increase teacher growth in several areas, including knowledge of mathematics, understanding of students' cognitive activity, knowledge of good questions, an...

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Bibliographic Details
Published in:Current issues in education (Tempe, Ariz.) Ariz.), 2016-08, Vol.19 (2)
Main Authors: Lee, Hea-Jin, Özgün-Koca, S. Asli
Format: Article
Language:English
Subjects:
Cognitive Processes
Faculty Development
Knowledge Base for Teaching
Knowledge Level
Learning Activities
Learning Strategies
Mathematics Education
Mathematics Instruction
Mathematics Teachers
Problem Solving
Qualitative Research
Teacher Competencies
Teacher Education
Teaching Methods
Technology Uses in Education
Word Problems (Mathematics)
Workshops
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Summary:This study is based on a Task Design and Analysis activity from a year-long professional development program. The activity was designed to increase teacher growth in several areas, including knowledge of mathematics, understanding of students' cognitive activity, knowledge of good questions, and ability to develop and improve high quality tasks. The study collected data from 30 classroom teachers. Results include teachers' initial understanding of the task, teachers' interpretations and awareness of the strategies their students used to solve the task, and the pattern of revised tasks. The process and findings of the study will expand teacher educators' understanding of structured approaches to link an inservice PD with teachers' work context as well as develop a better analytic framework within which teachers and teacher educators analyze student work.
ISSN:1099-839X
1099-839X