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The Characteristics of Two Key Teachers in a K-3 Teacher Professional Development Context
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actively led her group while working on her group project. Not only did she suggest pedagogical issues that they needed to explore, but she also made suggestions about how they could investigate the issues.
Once Jenny became confident in sharing her mathematical ideas, she actively contributed to
other teachers’ mathematical learning. She thought flexibly and provided ideas about numbers and their relations. She wanted to clarify mathematical statements that other teachers made. This effort, in turn, may have encouraged other teachers to refine their claims. By providing her interpretations about formal expressions of mathematical ideas, such as the p/q definition of rational numbers, she also helped other teachers see the connection between formal and informal ways of viewing and thinking about mathematical ideas.
As an experienced teacher, Jenny provided many ideas and strategies that other teachers
could use in their classrooms. She suggested possible questions to ask to facilitate students’ verbalization during discussion. By providing possible ways of using certain materials and the purposes of certain activities, she also helped beginning teachers realize how to use certain materials and activities. While sharing her experiences from her classroom, she facilitated discussions among the teachers and encouraged other teachers to think about certain pedagogical issues, such as using representations.
To summarize, the main characteristics of the two key teachers were: active participants with
specific goals, active math problem solvers, flexible mathematics thinkers, and reflective practitioners. On the one hand, by being participants with such characteristics Kathy and Jenny not only made their own learning opportunities maximize, but also provided opportunities for the group of the teachers to establish shared meanings about mathematics and mathematics pedagogy. On the other hand, the project activities provided opportunities for the key teachers to draw these characteristics to develop their expertise of teaching mathematics.
References
Simon, M. A. (2000). Research on the development of mathematics teachers: The teacher
development experiment. In A. E. Kelly & R A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 335-364). Mahwah, NJ: Lawrence Erlbaum.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge
University Press.
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actively led her group while working on her group project. Not only did she suggest pedagogical
issues that they needed to explore, but she also made suggestions about how they could
investigate the issues.
Once Jenny became confident in sharing her mathematical ideas, she actively contributed to
other teachers’ mathematical learning. She thought flexibly and provided ideas about numbers
and their relations. She wanted to clarify mathematical statements that other teachers made. This
effort, in turn, may have encouraged other teachers to refine their claims. By providing her
interpretations about formal expressions of mathematical ideas, such as the p/q definition of
rational numbers, she also helped other teachers see the connection between formal and informal
ways of viewing and thinking about mathematical ideas.
As an experienced teacher, Jenny provided many ideas and strategies that other teachers
could use in their classrooms. She suggested possible questions to ask to facilitate students’
verbalization during discussion. By providing possible ways of using certain materials and the
purposes of certain activities, she also helped beginning teachers realize how to use certain
materials and activities. While sharing her experiences from her classroom, she facilitated
discussions among the teachers and encouraged other teachers to think about certain pedagogical
issues, such as using representations.
To summarize, the main characteristics of the two key teachers were: active participants with
specific goals, active math problem solvers, flexible mathematics thinkers, and reflective
practitioners. On the one hand, by being participants with such characteristics Kathy and Jenny
not only made their own learning opportunities maximize, but also provided opportunities for the
group of the teachers to establish shared meanings about mathematics and mathematics
pedagogy. On the other hand, the project activities provided opportunities for the key teachers to
draw these characteristics to develop their expertise of teaching mathematics.
References
Simon, M. A. (2000). Research on the development of mathematics teachers: The teacher
development experiment. In A. E. Kelly & R A. Lesh (Eds.), Handbook of research design in
mathematics and science education (pp. 335-364). Mahwah, NJ: Lawrence Erlbaum.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge
University Press.
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