A Reflective Protocol for Mathematics Learning Environments

Autor/inn/en	Kinzer, Cathy Jeanne; Virag, Lisa; Morales, Sara
Titel	A Reflective Protocol for Mathematics Learning Environments
Quelle	In: Teaching Children Mathematics, 17 (2011) 8, S.480-484 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Feedback (Response); Teaching Methods; Reflection; Classroom Environment; Data Analysis; Probability; Mathematics Instruction; Academic Standards; Teacher Collaboration; Problem Solving; Mathematical Logic; Validity; Interpersonal Communication + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Auswertung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Mathematics lessons; Mathematikunterricht; Lehrerkooperation; Problemlösen; Mathematical logics; Mathematische Logik; Gültigkeit; Interpersonale Kommunikation
Abstract	How can a teacher use the practice of reflection to create rich mathematical learning environments that are engaging to students? In such environments, one can hear and see a seamless integration of Problem Solving, Reasoning and Proof, Communication, making mathematical Connections, and Representation (the NCTM Process Standards) through Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability. "While the five Content Standards are the heart of the curriculum, the Process Standards are essential to keeping it pumping." If the mathematics Content Standards are "what" teachers teach, the Process Standards are "how" teachers teach it and how students learn it. Although the Process Standards are a required part of the state curriculum, many teachers need ways to make sense of them within the context of their teaching. One key area that must be addressed is time within the school day to establish and use a structure to support teachers in working and learning together. A viable option for a school is to establish professional learning communities (PLCs). The PLC provides support to implement change as well as a knowledge and data-feedback system from the classroom back to the PLC team. Establishing working protocols focused on mathematics learning is essential to PLC success, but its structure can be flexed to meet the needs of teachers. Once the structure is formed and protocols are in place, teachers can reflect on the cycle of teaching and learning that takes place within their classrooms and explore ways to increase effectiveness that results in an increase in students' conceptual understanding of mathematical content and their ability to use mathematical processes. "Building a Mathematics Learning Environment (MLE)" and "A Reflection Tool for a Mathematics Learning Environments (MLE)" accompany the online version of this article. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10