Teachers' Positioning of Students in Relation to Ability/Achievement in a Professional Development Setting
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| Title: | Teachers' Positioning of Students in Relation to Ability/Achievement in a Professional Development Setting |
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| Language: | English |
| Authors: | Myers, Marrielle, Edgington, Cynthia, Wilson, P. Holt, Sztajn, Paola |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2013 (pter). |
| Availability: | 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/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2013 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DRL1008364 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Academic Achievement, Faculty Development, Elementary School Teachers, Elementary School Mathematics, Mathematics Achievement, Mathematical Logic, Thinking Skills, Teacher Education, Teacher Attitudes, Teacher Student Relationship |
| Abstract: | This paper reports on elementary teachers' positioning of students as learners of mathematics related to their perceived ability level or previous achievement in mathematics. This work, which is a part of a larger design experiment on teacher learning of mathematics learning trajectories, examines the ways in which LTs influenced teachers' positioning of students and the changes we observed in teachers' discourse as teachers engaged in various professional learning tasks throughout the professional development. [For the complete proceedings, see ED584443.] |
| Abstractor: | As Provided |
| Number of References: | 21 |
| Entry Date: | 2018 |
| Accession Number: | ED584600 |
| Database: | ERIC |
| Abstract: | This paper reports on elementary teachers' positioning of students as learners of mathematics related to their perceived ability level or previous achievement in mathematics. This work, which is a part of a larger design experiment on teacher learning of mathematics learning trajectories, examines the ways in which LTs influenced teachers' positioning of students and the changes we observed in teachers' discourse as teachers engaged in various professional learning tasks throughout the professional development. [For the complete proceedings, see ED584443.] |
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