Collective Curricular Noticing within a Mathematics Professional Learning Community [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Barno, Erin; Dietiker, Leslie
Titel	Collective Curricular Noticing within a Mathematics Professional Learning Community [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematics Teachers; Communities of Practice; Decision Making; Educational Change; High School Students; Learning Processes; Lesson Plans; Teacher Attitudes; Teacher Student Relationship; Algebra; Teaching Methods; Intuition + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Community; Decision-making; Entscheidungsfindung; Bildungsreform; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning process; Lernprozess; Lesson planning; Unterrichtsplanung; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper explores how a professional learning community (PLC) redesigns high school mathematics lessons towards a shared commitment. We describe the nature of a PLC's collective curricular vision to illuminate how teachers can come to new understandings as a group in order to shift the ways students experience mathematics. Using the curricular noticing framework (attending, interpreting, and responding), we analyzed the meetings of a PLC with six teachers as they individually presented lessons to be redesigned with a focus on the group's shared commitment. Findings indicate three ways ideas were introduced that led to expansive responses, which suggests this analytic approach could identify ways in which a PLC can work towards new curricular decisions. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01