| Autor: |
Otten, Samuel, de Araujo, Zandra, Candela, Amber G., Vahle, Courtney, Stewart, Maria E. N., Wonsavage, F. Paul, Baah, Faustina |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 2022, p1445-1450, 6p |
| Abstrakt: |
Mathematics professional development (PD) has had many small victories but has not brought about a widespread change in what constitutes typical mathematics instruction. This theoretical essay argues that many PD projects have been based on an assumption that the aims of the PD should be ambitious, but ambitious PD requires that a large set of criteria be satisfied (active learning, coherence, duration, teacher buy-in, etc.). Even then, ambitious PD may only reach a minority of teachers who are ready to make the transformation. An alternative approach is incremental PD, which starts with a teacher's contextual constraints and ubiquitous practices, offering modest but meaningful "nudges" for their instruction. These nudges are intended to be easily taken up by teachers, providing a sense of success that leads to them sustaining the practices and being portable enough to be easily shared with other teachers, allowing for scale. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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