Professional Development to Support Students’ Algebraic Reasoning: An Example from the Problem-Solving Cycle Model

Koellner, Karen; Jacobs, Jennifer; Borko, Hilda; Roberts, Sarah A.; Schneider, Craig

doi:10.1007/978-3-642-17735-4_23

Cited by 11 publications

(8 citation statements)

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“…Of particular interest are the consistent increases documented within the dimension "working with students" for both the TLs and case study teachers. This finding adds to and substantiates results from our prior research, suggesting that teachers are more attentive to their students' thinking after participating in PSC workshops (Koellner et al, 2011;Jacobs, Koellner, John, & King, 2014). Both the present study and our prior research offer evidence that teachers can become increasingly skillful in supporting their students' conceptual development of the central mathematical content when teaching PSC lessons and that these improvements translate to their everyday practice.…”

Section: Impact On Facets Of Instructionsupporting

confidence: 87%

“…Based on prior research, we expected that the participants' PSC lessons would look different than their typical lessons (Koellner, Jacobs, Borko, Roberts, & Schneider, 2011). As noted earlier, before teaching each PSC lesson, the teachers took part in a PSC workshop focused on solving and preparing to use the problem in their classrooms.…”

Section: Hypotheses and Anticipated Findingsmentioning

confidence: 99%

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Distinguishing Models of Professional Development

Koellner

Jacobs

2014

Journal of Teacher Education

Self Cite

114

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We posit that professional development (PD) models fall on a continuum from highly adaptive to highly specified, and that these constructs provide a productive way to characterize and distinguish among models. The study reported here examines the impact of an adaptive mathematics PD model on teachers’ knowledge and instructional practices as well as on students’ achievement over time. Results indicate at least modest impacts in each of these areas. Our findings demonstrate that adaptive models of PD can be subjected to investigations of impact based on quantitative research methodologies; moreover, we argue that utilizing a wider variety of methodologies to study adaptive models is increasingly needed as these models gain in popularity and usage.

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Section: Impact On Facets Of Instructionsupporting

confidence: 87%

Section: Hypotheses and Anticipated Findingsmentioning

confidence: 99%

Distinguishing Models of Professional Development

Koellner

Jacobs

2014

Journal of Teacher Education

Self Cite

114

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“…Tendo em conta os conteúdos discutidos na formação e a importância dada à elaboração das tarefas matemáticas e o seu desenvolvimento em sala de aula (Christiansen & Walther, 1986;Koellner et al, 2011;Ponte, Quaresma & Branco, 2012) analisamos como os professores elaboraram um planejamento (Ponte, Quaresma & Mata-Pereira, 2015;Serrazina, 2017) e efetivaram a abordagem de ensino exploratório (Canavarro, Oliveira & Meneses, 2012;Ponte, 2005), investigando a presença (ou não) de elementos correspondentes a generalizações (Schliemann, Carraher & Brizuela, 2007) e o papel de múltiplas representações (Blanton, 2008) no desenvolvimento do pensamento algébrico de alunos do 3.º ano.…”

Section: Prática Profissional De Professores Dos Anos Iniciais E O Pensamento Algébrico: Contribuições a Partir De Uma Formação Continuadunclassified

Prática profissional de professores dos anos iniciais e o pensamento algébrico: contribuições a partir de uma formação continuada<br>Teachers’ Professional Practice in Early Years and Algebraic Thinking: Contributions from In-Service Training

Ferreira

Ribeiro

Ponte

2021

EMP

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ResumoNeste artigo analisamos como dois professores dos anos iniciais do ensino fundamental planejaram e conduziram uma aula considerando aspectos do pensamento algébrico a partir de uma abordagem de ensino exploratório, tendo em conta sua participação em uma formação continuada. O estudo enquadra-se em uma perspectiva qualitativa-interpretativa de pesquisa, em que a recolha de dados foi proveniente do planejamento dos professores, de registros em áudio das aulas, com sua subsequente transcrição, e registro fotográfico das tarefas matemáticas realizadas pelos alunos. Os resultados mostram que como consequência da formação realizada, as ações de planejamento e condução das aulas dos professores consideraram as fases do ensino exploratório, bem como aspectos do pensamento algébrico.Palavras-chave: Pensamento algébrico, Prática profissional, Ensino exploratório, Anos iniciais, Formação continuada.AbstractThis article analyses how two teachers of the early years of elementary school planned and conducted a class considering aspects of algebraic thinking from an exploratory teaching approach, taking into account their participation in continuing education. The study fits into a qualitative-interpretative research perspective, in which the data collection came from the teachers' planning, from audio records of the classes, with their subsequent transcription, and photographic record of the mathematical tasks performed by the students. The results show that as a consequence of the training carried out, the actions of planning and conducting the teachers' classes considered the phases of exploratory teaching, as well as aspects of algebraic thinking.Keywords: Algebraic thinking; Professional practice; Exploratory teaching approach; Early years; In-service training.ResumenEste artículo analiza cómo dos profesores de los primeros años de la enseñanza primaria planificaron y llevaron a cabo una clase considerando aspectos del pensamiento algebraico desde un enfoque pedagógico exploratorio, llevándose en cuenta su participación en la educación continua. El estudio se enmarca en una perspectiva de investigación cualitativo-interpretativa, en la que la recolección de datos provino de la planificación de los docentes, de los registros de audio de las clases, con su posterior transcripción, y registro fotográfico de las tareas matemáticas realizadas por los estudiantes. Los resultados muestran que como consecuencia de la formación realizada, las acciones de planificación y conducción de las clases de los docentes consideraron las fases de la enseñanza exploratoria, así como aspectos del pensamiento algebraico.Palabras clave: Pensamiento algebraico, Practica profesional, Enseñanza exploratoria, Años iniciales, Educación continua

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“…) et/ou leurs pratiques d'enseignement se voient-elles améliorées ? (Koellner & al. 2011), ou auprès des élèves qui…”

Section: Pour Terminer Sans Conclureunclassified

L’évaluation : une question centrale à propos des connaissances pédagogiques de contenu

Fagnant

Demonty

2019

Revue Française De Linguistique Appliquée

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Introduit dans les années 1980, le concept de connaissances pédagogique de contenu (PCK) a connu un essor important, dans le domaine des mathématiques, au cours des décennies qui ont suivi. D’emblée, la question de l’évaluation de ces PCK a retenu l’attention des chercheurs. Après une introduction rappelant l’origine du concept, deux approches d’évaluation (statique vs dynamique) de ces PCK sont mises en perspective. Etant donné les spécificités propres au préscolaire, la problématique de l’évaluation des PCK des enseignants exerçant à ce niveau fait l’objet du deuxième volet. Enfin, on verra que la question des PCK est intrinsèquement liée à celle du développement professionnel des enseignants. Dans ce champ, les recherches récentes ouvrent de nouvelles perspectives intéressantes, en matière d’évaluation notamment.

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Professional Development to Support Students’ Algebraic Reasoning: An Example from the Problem-Solving Cycle Model

Cited by 11 publications

References 11 publications

Distinguishing Models of Professional Development

Distinguishing Models of Professional Development

Prática profissional de professores dos anos iniciais e o pensamento algébrico: contribuições a partir de uma formação continuada<br>Teachers’ Professional Practice in Early Years and Algebraic Thinking: Contributions from In-Service Training

L’évaluation : une question centrale à propos des connaissances pédagogiques de contenu

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