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Relating student outcomes to teacher development of student-adaptive pedagogy. (English)
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).
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.
Classification: C39 D40 D30
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