Studying Classroom Teaching as a Medium for Professional Development
National Academies Press (Verlag)
978-0-309-08252-5 (ISBN)
The Mathematical Sciences Education Board (MSEB) and the U.S. National Commission on Mathematics Instruction (USNCMI) took advantage of a unique opportunity to bring educators together. In August 2000, following the Ninth International Congress on Mathematics Education (ICME-9) in Makuhari, Japan, MSEB and USNCMI capitalized on the presence of mathematics educators in attendance from the United States and Japan by holding a two and a half-day workshop on the professional development of mathematics teachers. This workshop used the expertise of the participants from the two countries to develop a better, more flexible, and more useful understanding of the knowledge that is needed to teach well and how to help teachers to obtain this knowledge. A major focus of the workshop was to discuss teachers' opportunities in both societies—using teaching practice as a medium for professional development. Another focus of the workshop addressed practice by considering the records of teaching, including videos of classroom lessons and cases describing teachers and their work. These proceedings reflect the activities and discussion of the workshop using both print and video to enable others to share in their experience.
Table of Contents
Front Matter
Introduction
Reflections on the Workshop
Background Context for Teacher Preparation in the United States and in Japan
Lesson Study as Professional Development
Professional Development Through the Use of Records of Practice
Mathematical Knowledge of Teachers Panel
Small Group Discussion
Appendix A: Workshop Agenda
Appendix B: Participant List
Appendix C: Steering Committee Biographical Information
Appendix D: A Plan for the Lesson on Division by a Two-Digit Number
Appendix E: A Demonstration Lesson: Function Thinking at Sixth Grade
Appendix F: A Study Lesson: Large Numbers at Fourth Grade
Appendix G: Records of Instruction: Reasoning About Three Coins at Third Grade
Appendix H: Transcript of Excerpts from Small Group Discussions
Appendix I: A Written Case: Pattern Trains at Sixth Grade
Appendix J: To Become a Mathematics Teacher
Appendix K: Glossary
Appendix L: Workshop Reading List
Appendix M: References
Hyman Bass, Zalman Usiskin, and Gail Burrill, Editors, U.S. National Commission on Mathematics Instruction, Board on International Scientific Organizations, Policy and Global Affairs Division, National Research Council
1 Front Matter; 2 Introduction; 3 Reflections on the Workshop; 4 Background Context for Teacher Preparation in the United States and in Japan; 5 Lesson Study as Professional Development; 6 Professional Development Through the Use of Records of Practice; 7 Mathematical Knowledge of Teachers Panel; 8 Small Group Discussion; 9 Appendix A: Workshop Agenda; 10 Appendix B: Participant List; 11 Appendix C: Steering Committee Biographical Information; 12 Appendix D: A Plan for the Lesson on Division by a Two-Digit Number; 13 Appendix E: A Demonstration Lesson: Function Thinking at Sixth Grade; 14 Appendix F: A Study Lesson: Large Numbers at Fourth Grade; 15 Appendix G: Records of Instruction: Reasoning About Three Coins at Third Grade; 16 Appendix H: Transcript of Excerpts from Small Group Discussions; 17 Appendix I: A Written Case: Pattern Trains at Sixth Grade; 18 Appendix J: To Become a Mathematics Teacher; 19 Appendix K: Glossary; 20 Appendix L: Workshop Reading List; 21 Appendix M: References
| Erscheint lt. Verlag | 9.8.2002 |
|---|---|
| Verlagsort | Washington |
| Sprache | englisch |
| Maße | 216 x 279 mm |
| Themenwelt | Schulbuch / Wörterbuch |
| Sozialwissenschaften ► Pädagogik ► Berufspädagogik | |
| ISBN-10 | 0-309-08252-8 / 0309082528 |
| ISBN-13 | 978-0-309-08252-5 / 9780309082525 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
