id: 06434195
dt: a
an: 2015c.00150
au: Hodkowski, Nicola; Tzur, Ron; Johnson, Heather Lynn; McClintock, Evan
ti: Relating student outcomes to teacher development of student-adaptive
    pedagogy.
so: Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the
    International Group for the Psychology of Mathematics Education
    “Mathematics education at the edge", PME 38 held jointly with the
    36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
    3. [s. l.]: International Group for the Psychology of Mathematics
    Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 321-328
    (2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: C39 D40 D30
ut: professional development; student-adaptive pedagogy; achievement; classroom
    activities; learning opportunities; understanding of students’
    learning
ci: 
li: 
ab: Summary: We examine a 4th grade teacher’s development of a
    constructivist-based, adaptive pedagogy (AP) approach ‒ and its
    contribution to student multiplicative reasoning and outcomes, mixing
    qualitative analysis of segments from her interviews with quantitative
    analysis of her student outcomes on the state-mandated test. Her
    reflections indicate a shift to this pedagogical approach, which
    tailors the intended mathematics and classroom activities to
    students’ available conceptions. The data reflect how, via
    professional development, her new understanding of students’ learning
    to reason multiplicatively promoted learning opportunities for them and
    thus ‒ their outcomes. We discuss how linking teacher development to
    student conceptions ‒ aptive pedagogy ‒ can contribute to improving
    their outcomes.
rv: