Peer reviewed
Download full textERIC Number: ED584312
Record Type: Non-Journal
Publication Date: 2015-Nov
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Building Pedagogical Capacity through Task Design and Implementation
Fleming, Ali; Roble, Amanda; Yao, Xiangquan; Brosnan, Patricia
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015)
We traced the impact of a sequence of five research-based professional development sessions on a cohort of mathematics teachers' Mathematical Knowledge for Teaching. The sessions focused on task design and implementation as a means of building teachers' pedagogical capacity. Findings revealed that teachers' pedagogical knowledge pertaining to student thinking, if not their practice, was influenced by the activities they experienced. [For the complete proceedings, see ED583989.]
Descriptors: Capacity Building, Curriculum Design, Curriculum Implementation, Teaching Skills, Evidence Based Practice, Faculty Development, Cohort Analysis, Mathematics Teachers, Knowledge Base for Teaching, Educational Practices, Mathematics Activities, Inservice Teacher Education, Behavioral Objectives, Task Analysis, Cognitive Ability, Cognitive Development, Instructional Leadership, Training Methods
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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