Embedding Language Support in Developmental Mathematics Lessons: Exploring the Value of Design as Professional Development for Community College Mathematics Instructors

Three community college faculty members used improvement science techniques to design, develop, and refine contextualized developmental mathematics lessons, where language and literacy pedagogy and related supports figured prominently in these instructional materials. This article reports on the rol...

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Bibliographic Details
Published in:Journal of teacher education 2015-11, Vol.66 (5), p.450-465
Main Authors: Gomez, Kimberley, Gomez, Louis M., Rodela, Katherine C., Horton, Emily S., Cunningham, Jahneille, Ambrocio, Rocio
Format: Article
Language:English
Subjects:
College Faculty
College Students
Community Colleges
Correlation
Developmental Studies Programs
Faculty Development
Language
Language Usage
Literacy
Mathematics
Mathematics education
Mathematics Instruction
Mathematics Teachers
Methods
Observation
Officials and employees
Pedagogy
Practice
Professional development
Reading Difficulties
Semi Structured Interviews
Study and teaching
Teacher Attitudes
Teaching Methods
Units of Study
Citations: Items that this one cites
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Description
Summary:Three community college faculty members used improvement science techniques to design, develop, and refine contextualized developmental mathematics lessons, where language and literacy pedagogy and related supports figured prominently in these instructional materials. This article reports on the role that their design experiences played in professional learning. The article uses a model of professional learning developed by Clarke and Hollingsworth (2002) as the lens to describe and analyze their experiences. Results indicated theoretically noteworthy variation among the faculty. The results highlight a strong connection between faculty willingness to experiment, during trial enactment of these lessons, in their classrooms and faculty growth in knowledge and belief structures about the importance of language and literacy to mathematics teaching and learning. Implications for design-based development, as an important ongoing professional development activity for mathematics instructors, are discussed.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487115602127