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This book illustrates the experiences of elementary school teachers
across one year's time as they participated in a teacher
development seminar focused on mathematics, and as a result changed
their beliefs, their knowledge, and their practices. It explores
these experiences as a means of understanding the learning that
takes a teacher from a more traditional teaching practice to one
that is focused on the ideas and understandings that students and
teachers have of the subject matter.
The work emerges from and reports on a unique data set from a
two-year study of teacher learning that was funded by the Spencer
and MacArthur foundations. The teachers, whose work is at the
center of this study, were participants in the Developing
Mathematical Ideas seminar (DMI), a mathematics teacher development
seminar for elementary school teachers. This seminar is one example
of intensive, domain-specific professional development. In this
seminar teachers study elementary mathematics content to deepen
their own understanding of it, they study the development among
children of the ideas central to elementary mathematics, and they
experience a teaching and learning environment consistent with the
pedagogy envisioned by the National Council for Teachers of
Mathematics' "Principles and Standards for School Mathematics." The
seminar is a nationally available teacher development curriculum,
thus interested educators can gain access to the resources
necessary to offer similar seminars in their own communities.
"Teachers' Professional Development and the Elementary Mathematics
Classroom: Bringing Understandings to Light" will be widely
interesting to a broad audience, including mathematicsteacher
educators, teacher education researchers, policymakers, and
classroom teachers. It will serve well as a text in a range of
graduate courses dealing with teacher cognition/knowledge for
teaching, mathematics methods, psychology of learning, and
pedagogical theory.
This book illustrates the experiences of elementary school teachers
across one year's time as they participated in a teacher
development seminar focused on mathematics, and as a result changed
their beliefs, their knowledge, and their practices. It explores
these experiences as a means of understanding the learning that
takes a teacher from a more traditional teaching practice to one
that is focused on the ideas and understandings that students and
teachers have of the subject matter.
The work emerges from and reports on a unique data set from a
two-year study of teacher learning that was funded by the Spencer
and MacArthur foundations. The teachers, whose work is at the
center of this study, were participants in the Developing
Mathematical Ideas seminar (DMI), a mathematics teacher development
seminar for elementary school teachers. This seminar is one example
of intensive, domain-specific professional development. In this
seminar teachers study elementary mathematics content to deepen
their own understanding of it, they study the development among
children of the ideas central to elementary mathematics, and they
experience a teaching and learning environment consistent with the
pedagogy envisioned by the National Council for Teachers of
Mathematics' "Principles and Standards for School Mathematics." The
seminar is a nationally available teacher development curriculum,
thus interested educators can gain access to the resources
necessary to offer similar seminars in their own communities.
"Teachers' Professional Development and the Elementary Mathematics
Classroom: Bringing Understandings to Light" will be widely
interesting to a broad audience, including mathematicsteacher
educators, teacher education researchers, policymakers, and
classroom teachers. It will serve well as a text in a range of
graduate courses dealing with teacher cognition/knowledge for
teaching, mathematics methods, psychology of learning, and
pedagogical theory.
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