Connecting Teaching and Learning in Curriculum Adaptations [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).

Autor/in	Choppin, Jeffrey
Titel	Connecting Teaching and Learning in Curriculum Adaptations [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Teachers; Knowledge Base for Teaching; Teaching Methods; Learning Strategies; Cognitive Processes; Student Centered Learning; Mathematics Instruction; Secondary School Mathematics; Discussion (Teaching Technique); Interviews; Video Technology; Curriculum Development; Mathematics Curriculum + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive process; Kognitiver Prozess; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Mathematics lessons; Mathematikunterricht; Interviewing; Interviewtechnik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	This study of six teachers focuses on the ways they organized the classroom discourse, attended to student thinking, and adapted complex tasks from a Standard-based middle school curriculum. The study explores Cohen's (2011) premise that the knowledge teachers develop is related to their attentiveness to student teaching. This study explores the relationship between the extent to which teachers were successfully able to elicit and organize instruction around student strategies and their ability to productively adapt tasks in terms of being responsive and maintaining cognitive demand. The results show that teachers with the most student-centered discourse practices were also able to provide the most detailed justifications for task adaptations and to productively adapt tasks from the Connected Mathematics Program (CMP) curriculum. [For the complete proceedings, see ED584443.] (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	2020/1/01