An Expert Teacher's Local Instruction Theory Underlying a Lesson Design Study through School-Based Professional Development [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Ding, Liping; Jones, Keith; Pepin, Birgit; Sikko, Svein Arne
Titel	An Expert Teacher's Local Instruction Theory Underlying a Lesson Design Study through School-Based Professional Development [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Faculty Development; Teacher Collaboration; Beginning Teachers; Mathematics Instruction; Learning Processes; Lesson Plans; Learning Activities; Elementary School Teachers; Experienced Teachers; China (Shanghai) + Suchen Sie Ihr Suchwort? Ausland; Lehrerkooperation; Junior teacher; Junglehrer; Mathematics lessons; Mathematikunterricht; Learning process; Lernprozess; Lesson planning; Unterrichtsplanung; Lernaktivität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Using data from a research project in Shanghai, China, this paper reports on an expert teacher's implicit 'Local Instruction Theories' (LIT) (Gravemeijer, 2004) that underpin his guidance of a junior teacher in lesson design and implementation. Our analysis focuses on the expert teacher's input to the junior teacher to help her understand how and why to redesign a lesson as part of a school-based teacher professional development project. We identified three key points of the expert's implicit LIT: mathematics has its own form of exploration; each student should have their own thinking path at each key point of the learning process; and each student should not only be able to experience use of their own representation, but also learn about other students' representations and the excellence of representations. [For the complete proceedings, see ED597799.] (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