Relating Student Outcomes to Teacher Development of Student-Adaptive Pedagogy [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	Hodkowski, Nicola; Tzur, Ron; Johnson, Heather Lynn; McClintock, Evan
Titel	Relating Student Outcomes to Teacher Development of Student-Adaptive Pedagogy [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	Grade 4; Elementary School Teachers; Constructivism (Learning); Teaching Methods; Mathematical Logic; Multiplication; Mathematics Skills; Learning Activities; Mathematical Concepts; Concept Formation; Faculty Development; Elementary School Students; Accountability; Teacher Influence; Teacher Attitudes; Mathematics Achievement; Colorado + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical logics; Mathematische Logik; Multiplikation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lernaktivität; Concept learning; Begriffsbildung; Verantwortung; Lehrerverhalten; Mathmatics sikills; Mathematical ability
Abstract	We examine a 4th grade teacher's development of a constructivist-based, adaptive pedagogy (AP) approach--and its contribution to student multiplicative reasoning and outcomes, mixing qualitative analysis of segments from her interviews with quantitative analysis of her student outcomes on the state-mandated test. Her reflections indicate a shift to this pedagogical approach, which tailors the intended mathematics and classroom activities to students' available conceptions. The data reflect how, via professional development, her new understanding of students' learning to reason multiplicatively promoted learning opportunities for them and thus--their outcomes. We discuss how linking teacher development to student conceptions--adaptive pedagogy--can contribute to improving their outcomes. [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