Classroom Strategies to Make Sense and Persevere
| Autor: | Julie Stipanovic, Tara Wildmann, Michael Morret, Jane M. Wilburne |
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| Rok vydání: | 2014 |
| Předmět: | |
| Zdroj: | Mathematics Teaching in the Middle School. 20:144-151 |
| ISSN: | 2328-5486 1072-0839 |
| DOI: | 10.5951/mathteacmiddscho.20.3.0144 |
| Popis: | PLC guidelines addressed in Hull, Miles, and Balka (2012) and identifi ed various strategies to implement between our meetings, such as recording observations and writing refl ections on our students’ use of the practices. We then shared and analyzed our data at the next meeting. As a team, we discussed which instructional strategies were effective and why they were effective in helping our students become more aware of their mathematical practice behaviors. In some cases, an instructional strategy needed to be enhanced or modifi ed to promote more explicit use of the practices by students. For example, we decided to use the strategy of emphasizing perseverance themes and discussions in every class. In one meeting, we shared that simply discussing perseverance was not enough. Therefore, we decided to have our students keep a perseverance log (described later in the article). We found this iterative cycle helpful in guiding our discussions on enhancing the use of the math practices. Although all the Standards for Mathematical Practice were included Three middle-level mathematics teachers (grades 7 and 8) and a university mathematics educator formed a yearlong professional learning community (PLC) (DuFour, DuFour, and Eaker 2008). The objective was to collectively look at how we were promoting the Standards for Mathematical Practice (SMP) (CCSSI 2010) in our classes. Our monthly discussions followed an iterative cycle in which we continually shared instructional strategies and discussed their effectiveness in helping our students demonstrate the SMP (see fi g. 1). We followed the |
| Databáze: | OpenAIRE |
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