Professional-development design: Building on current instructional practices to achieve a professional-development agenda

Visnovska, J., Zhao, Q. and Cobb, P. (2006). Professional-development design: Building on current instructional practices to achieve a professional-development agenda. In: Alatorre, S, Cortina, J. L, Saiz, M and Mendez, A, Proceedings of the 28th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. 28th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Merida, Mexico, (639-646). 9-12 November 2006.

Author Visnovska, J.
Zhao, Q.
Cobb, P.
Title of paper Professional-development design: Building on current instructional practices to achieve a professional-development agenda
Conference name 28th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Conference location Merida, Mexico
Conference dates 9-12 November 2006
Proceedings title Proceedings of the 28th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Place of Publication Mérida, Mexico
Publisher Universidad Pedagógica Nacional
Publication Year 2006
Sub-type Fully published paper
ISBN 9707022027
Editor Alatorre, S
Cortina, J. L
Saiz, M
Mendez, A
Start page 639
End page 646
Total pages 8
Language eng
Abstract/Summary Two different activities were designed and used in professional-development collaboration with middle school mathematics teachers where the goal was developing instructional practices centered in students’ reasoning. The activities resulted in qualitatively different learning opportunities for teachers. We examine these activities with respect to their (1) pragmatic usefulness to teachers’ daily instruction, and (2) legitimacy within the teachers’ institutional setting, as perceived by the teachers. Considerations of these dimensions of teachers’ work can contribute to the effectiveness of professional-development designs that capitalize on teachers’ current instructional practices.
Q-Index Code E1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Conference Paper
Collection: School of Education Publications
 
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Created: Thu, 09 Jun 2011, 10:39:31 EST by Claire Backhouse on behalf of School of Education