TE-MAT Essay Abstracts
George W. Bright, Thinking About Students'
Thinking
Abstract: Mathematics reform pedagogy emphasizes the
importance of teachers understanding the mathematics thinking of their students
through questioning and other techniques. The author describes some of the
strategies used in the Cognitively Guided Instruction (CGI) program to help
teachers develop their abilities to understand students' thinking and use that
information in planning their instruction. Go to essay
Cathy Carroll and Judy Mumme, Supporting and
Developing Teacher Leaders in Mathematics Renaissance K-12
Abstract: Providing comprehensive professional development to 3481
teachers in 176 schools in 30 districts across the state of California is a
daunting enterprise, and the fact that the teacher leaders identified by the
schools varied widely in their background and teaching experience added to the
complexity. The authors describe how they went about preparing teacher leaders,
focusing on supporting them in building a knowledge, understanding, and vision
of mathematics and mathematics teaching; assisting them in designing and
facilitating professional development to help K-12 teachers build their
understanding and improve their practice; and helping them build support for
improving mathematics education in their schools. Go to essay
Audrey Champagne, et al, Bringing the
Science Assessment Standards into the Classroom
Abstract: Teachers may find it difficult to apply the National
Standards for Science Education standards on assessment into their instruction.
The authors highlight the importance of matching assessment data collection to
its intended purpose, and focusing assessment on highly-valued content, not
just content that is easily assessed. Introduced with a "pop quiz," this
engaging essay is suitable for teachers to read and discuss in study groups or
other professional development settings. Go to essay
Mark Driscoll, Inviting Professional
Growth: The Case of the Algebraic Thinking Toolkit
Abstract: Driscoll describes an approach to professional
development where teachers explore important mathematics problems, discuss
their thinking about mathematics with colleagues, use the problems with their
students, then work with their colleagues to analyze student work. While this
essay is focused on algebra, the author notes that the model itself is
applicable to other content areas as well. Go to essay
Judith Fonzi, Planning and Implementing
Professional Development for Systemic Reform
Abstract: In recent years, the focus of professional
development has shifted from teachers who "volunteer" to attend
workshops to working with all teachers in a school or school district. Judith
Fonzi describes one such initiative--for middle school mathematics teachers in
four small districts--with an emphasis on the lessons they learned about
planning and designing professional development that is intended to bring about
systemic reform. Go to essay
Susan N. Friel, Making Sense of Teaching and
Learning Mathematics: Using Cases
Abstract: This essay draws upon the author's experience using
a variety of case materials in both pre-service and in-service mathematics
education programs. Whether used as existence proofs of exemplary practice, or
to provide analysis of teaching and learning, cases provide opportunities to
engage teachers in thinking about mathematics, pedagogy, and student thinking.
Friel's essay includes references for a number of mathematics cases materials.
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James J. Gallagher, Developing a New
Vision of Teaching and the Skills to Attain It
Abstract: Many reform efforts are incorporating the use of
"teacher leaders" in providing professional development to other teachers. This
essay describes an effort to develop and support a group of teacher leaders,
providing vignettes that illustrate both the challenges and the rewards of
helping teacher leaders develop new knowledge about teaching, learning, and
professional development; improve their own teaching; and develop the
leadership and supervisory skills needed to support their peers in improving
their teaching. Go to essay
Jane Butler Kahle, Gender Equity in Science
Classrooms
Abstract: In an equitable classroom, differences in attitudes,
performance, and achievement cannot be attributed to a student's gender,
race/ethnicity, or socio-economic status. Using gender equity as a focus, Kahle
notes that differences in home and out-of-school experiences need to be
addressed in classrooms in order to equalize knowledge and skills, she makes
the case that all professional development experiences should include
dimensions of equity and give teachers an opportunity to try out instructional
strategies that will move science classes toward equity. Go to
essay
Vicky L Kouba, et al, Setting the Context of
Mathematics in Context
Abstract: The use of "context" in mathematics is valued
because it can help students both demonstrate their understanding of
mathematics, and deepen their understanding. The authors make the case that
context can, however, be a double-edged sword; the context of assessment items
in particular can sometimes obscure the mathematics and interfere with
students' ability to demonstrate their learning. The essay includes sample
items that can be used with teachers in a professional development setting to
illustrate these issues. Go to essay
Jim Minstrell, Helping Science Teachers
Attend to Student Thinking
Abstract: This essay draws from the author's extensive
experience in teaching high school physics and working with other physics
teachers in improving their curriculum and instruction. Minstrell argues that
simply knowing that students find a particular idea difficult isn't enough;
rather teachers need to have an in-depth understanding of students' ideas so
they can select the instructional activities that will allow students to test
their ideas and "reconstruct" them consistent with the evidence.
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Iris R. Weiss, Evaluating Science and Mathematics
Professional Development Programs
Abstract: On-going evaluation is critical in improving a
program's design and implementation, and in providing evidence of its
effectiveness. Weiss draws upon her experience in evaluating a wide variety of
professional development programs in providing an overview of some of the
issues involved and describes a number of resources that may be useful to
professional development providers in developing their evaluation plans.
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