Investigating Teachers' Understanding of Mathematical Practices and Mathematics Teaching Practices Using a Vignette Activity Sequence in a Professional Development Setting

We investigated teachers' understanding of the Mathematical Practices (MPs; National Governors Association Center for Best Practices & the Council of Chief State School Officers, 2010) and the Mathematics Teachers Practices (MTPs; NCTM, 2014) using a Vignette Activity Sequence within a prof...

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Bibliographic Details
Published in:School-university partnerships 2020, Vol.13 (2), p.38
Main Author: Shelton, Ryann N
Format: Article
Language:English
Subjects:
Educational Practices
High School Teachers
Inservice Teacher Education
Instructional Improvement
Mathematics Instruction
Mathematics Teachers
Middle School Teachers
Misconceptions
Professional Development Schools
Teacher Attitudes
Teacher Improvement
Vignettes
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Summary:We investigated teachers' understanding of the Mathematical Practices (MPs; National Governors Association Center for Best Practices & the Council of Chief State School Officers, 2010) and the Mathematics Teachers Practices (MTPs; NCTM, 2014) using a Vignette Activity Sequence within a professional development setting with our Professional Development School (PDS) partners. Although results revealed misconceptions or incomplete understandings participants had about the MPs and MTPs, teachers made connections to their own practice. By highlighting how mathematics teachers at the middle and high school levels view the practices in relation to their classrooms, we were able to target areas to support high-quality teaching and learning of mathematics for future professional development with our PDS partners. This has important implications for mathematics instructional specialists, coaches, and professional development instructors working with teachers and their understanding of the MPs and MTPs.
ISSN:1935-7125