Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Cyndi Edgington"'
Publikováno v:
PNA: Revista de Investigación en Didáctica de la Matemática, Vol 7, Iss 4, Pp 135-143 (2013)
In this paper, we present an emerging set of learning conjectures and design principles to be used in the development of professional learning tasks that support elementary teachers’ learning of mathematics learning trajectories. We outline our the
Externí odkaz:
https://doaj.org/article/6d0abefd6fe14536981e7e830f05db2f
Publikováno v:
Alexandria, Vol 6, Iss 1 (2013)
In this paper, we propose that the emerging transformation of mathematics professional development from a practice-based to a research field would benefit from stronger connections to research on learning. In particular, we contend that design experi
Externí odkaz:
https://doaj.org/article/365a1b927e8e486a8abc22aafdef9ba5
Autor:
Jennifer N. Lovett, Michael Meagher, Lara K. Dick, Milan Sherman, Cyndi Edgington, Allison W. McCulloch
Publikováno v:
International Journal of Mathematical Education in Science and Technology. 53:1387-1412
Given the vast experiences pre-service mathematics teachers (PSMTs) have with functions, one may assume that they have existing personal definitions and concept images. The purpose of this paper is...
Changes in Teachers’ Discourse About Students in a Professional Development on Learning Trajectories
Publikováno v:
American Educational Research Journal. 54:568-604
This study examines teachers’ discussions in a professional development setting to understand the ways in which learning a mathematics learning trajectory may change aspects of their discourse about students as learners. Using mixed methods, we bri
Autor:
Lara K. Dick, Cyndi Edgington, Cecilia Anne Wanner, Allison W. McCulloch, Samuel D. Reed, Jennifer N. Lovett, Milan Sherman
The purpose of this study was to examine the evidence of technological pedagogical function knowledge that preservice secondary mathematics teachers (PSMTs) exhibited through engaging in a module in which they examine artifacts of students' mathemati
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::823c6e1c46ab7e6d809e0e0888797635
https://doi.org/10.4018/978-1-5225-7001-1.ch017
https://doi.org/10.4018/978-1-5225-7001-1.ch017
Publikováno v:
Mathematics Teacher Educator. 5:65-80
Mathematics teacher educators play a critical role in translating research findings into frameworks that are useful for mathematics teachers in their daily practice. In this article, we describe the development of a representation that brings togethe
Publikováno v:
Journal of Teacher Education. 66:227-244
The growing national attention to students’ learning trajectories (LTs) renews the opportunity to explore the ways that teachers may use students’ thinking in their instruction. In this article, we examine teachers’ learning of two frameworks,
Publikováno v:
ZDM. 46:201-212
This theoretical paper examines a process for researchers and teachers to exchange knowledge. We use the concepts of communities of practice, boundary encounters, and boundary objects to conceptualize this process within mathematics professional deve
Publikováno v:
Journal of Mathematics Teacher Education. 17:149-175
In the past decade, research on learning trajectories has progressed from an agenda for research on student learning to include an agenda for research on teaching. In this paper, we use a design experiment to examine a professional development progra
Publikováno v:
PNA. Revista de Investigación en Didáctica de la Matemática. 7:135-143
In this paper, we present an emerging set of learning conjectures and design principles to be used in the development of professional learning tasks that support elementary teachers’ learning of mathematics learning trajectories. We outline our the