id: 06297586
dt: a
an: 2014c.00242
au: Gilbert, Michael; Gilbert, Barbara
ti: Connecting teacher learning to curriculum.
so: Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics learning across the life span", PME 37, Kiel, Germany,
July 28‒August 2, 2013. Vol. 2. Kiel: IPN‒Leibniz Institute for
Science and Mathematics Education at the University of Kiel (ISBN
978-3-89088-288-8). 337-344 (2013).
py: 2013
pu: Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the
University of Kiel
la: EN
cc: C39 D39
ut: teacher learning; teaching effectiveness; teacher’s knowledge;
professional development; curriculum development; professional learning
opportunities
ci:
li:
ab: Summary: Teacher effectiveness is influenced by individuals’ knowledge.
Traditionally, this knowledge is measured by the number of college
mathematics courses taken. But a plateau effect indicates student
learning is only slightly affected beyond a certain number of courses,
suggesting that advanced classwork may encourage teachers’
compression and abbreviation of the mathematics. This report outlines a
plan to increase teaching effectiveness using curricular materials
designed for student and teacher learning. We posit that unpacking the
mathematical knowledge inherent in tasks can provide entry points for
student understanding and essential background knowledge necessary for
teaching. Importantly, embedding professional learning in curriculum
development may be critical to advancing mathematics learning as
continued reductions in school district budgets restrict access to
quality professional learning opportunities for in-service mathematics
teachers.
rv: