Impact of a Student-Adaptive Pedagogy PD Program on Students' Multiplicative Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).

Autor/inn/en	Tzur, Ron; Johnson, Heather L.; Hodkowski, Nicola M.; Jorgensen, Cody; Nathenson-Mejia, Sally; Wei, Bingqian; Smith, Amy; Davis, Alan
Titel	Impact of a Student-Adaptive Pedagogy PD Program on Students' Multiplicative Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).
Quelle	(2018), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Mathematics Instruction; Thinking Skills; Faculty Development; Comparative Analysis; Multiplication; Grade 3; Elementary School Teachers; Elementary School Students; Word Problems (Mathematics); School District Size; Outcomes of Education; Educational Change + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Multiplikation; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Textaufgabe; School district; School districts; Size; Schuleinzugsbereich; Lernleistung; Schulerfolg; Bildungsreform
Abstract	This study examines how a PD program to promote teachers' shift toward a student-adaptive pedagogy impacts students' multiplicative reasoning. We describe the underpinnings of this pedagogy and main components of the PD program. Then, we present key features of participants, data collection/analysis methods, and the written assessment used to measure students' multiplicative reasoning (MR). We found a significant increase in students' MR, between (a) year-ends for different classes and (b) year-start to year-end for the same groups of students. We also found students of participating ("treatment") teachers outperformed those of non-participating ("control") teachers. We discuss the importance of these findings for theory, for teacher education, and for students' mathematical future. [For the complete proceedings, see ED606531.] (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