
06297586
a
2014c.00242
Gilbert, Michael
Gilbert, Barbara
Connecting teacher learning to curriculum.
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 28August 2, 2013. Vol. 2. Kiel: IPNLeibniz Institute for Science and Mathematics Education at the University of Kiel (ISBN 9783890882888). 337344 (2013).
2013
Kiel: IPNLeibniz Institute for Science and Mathematics Education at the University of Kiel
EN
C39
D39
teacher learning
teaching effectiveness
teacher's knowledge
professional development
curriculum development
professional learning opportunities
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 inservice mathematics teachers.