Zobrazeno 1 - 10
of 17
pro vyhledávání: '"Charles Munter"'
Publikováno v:
Prometeica, Iss 27 (2023)
We report on an effort to characterize (changes in) teachers’ and school and district leaders’ race consciousness within their visions of equitable mathematics instruction. We analyzed interviews conducted over multiple years within a project in
Externí odkaz:
https://doaj.org/article/42b437d9bf9f4291992e9f51c5814522
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 125:35-65
Background/Context: The problems that school district leaders identify and how they frame them have consequences—for both policy implementation and the ways that teachers respond. Although that is likely true in all community contexts (from rural t
Autor:
Phi Nguyen, Charles Munter
Publikováno v:
Journal of Mathematics Teacher Education.
Autor:
Charles Munter, Anne Garrison Wilhelm
Publikováno v:
Journal of Teacher Education. 72:342-354
An instructional vision is the discourse that teachers or others currently employ to characterize the kind of “ideal classroom practice” to which they aspire but have not yet necessarily mastered. In mathematics education, prior work has demonstr
Autor:
Cara Haines, Charles Munter
Publikováno v:
The Educational Forum. 83:160-180
What do students stand to gain from high-stakes, standardized testing? We consider answers to this question from the perspective of urban district leaders tasked with designing and overseeing the i...
Autor:
Cara Haines, Charles Munter
Publikováno v:
Mathematical Thinking and Learning. 21:155-177
This study examined whether secondary students in an urban school district perceived racial differences in opportunity to be successful in mathematics, whether those perceptions differed between st...
Publikováno v:
Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
Publikováno v:
Educational Studies in Mathematics. 97:21-37
We examine the case of a lesson planning session within the context of professional development for dialogic instruction, and the lesson enacted following this session, which was intended to provide opportunities to 11th and 12th grade algebra studen
Publikováno v:
The Elementary School Journal. 117:345-370
The nature of mathematical activity and discourse that teachers foster in classrooms is likely influenced by their explanations of sources of students’ difficulty. Several small-scale qualitative studies suggest that how teachers make sense of stud
Autor:
Charles Munter, Richard Correnti
Publikováno v:
American Journal of Education. 123:171-202
This article provides a longitudinal examination of how changes in more than 200 middle-grades mathematics teachers’ instructional practices related to their (a) mathematical knowledge for teaching (MKT) and (b) instructional vision. Results of thi