From "Following" to "Going Beyond" the Textbook: In-Service Indian Mathematics Teachers' Professional Development for Teaching Integers

Autor/inn/en	Kumar, Ruchi S.; Subramaniam, Kalyansundaram
Titel	From "Following" to "Going Beyond" the Textbook: In-Service Indian Mathematics Teachers' Professional Development for Teaching Integers
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 12, Artikel 7 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Mathematics Teachers; Faculty Development; Mathematics Instruction; Teacher Collaboration; Communities of Practice; Numbers; Middle School Teachers; Secondary School Mathematics; Textbooks; Teaching Methods; Professional Identity; Audio Equipment; Video Technology; Observation; India + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lehrerkooperation; Community; Zahlenraum; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Audio-CD; Beobachtung; Indien
Abstract	In this paper we describe four Indian in-service middle school mathematics teachers' shifts in their roles with respect to the textbook. The shifts occurred through participation in collaborative investigation on the topic of integers in professional development meetings. Analysis of teachers' talk in these meetings indicated a shift in teachers' role from reliance on textbook to using the knowledge of integer meanings to establish the connections between contexts and representations. We claim that this change in role occurred as a result of teachers developing knowledge of important ideas and representations in the professional development setting and identifying themselves as a member of a professional learning community which values students' understanding. We argue that since roles are constitutive of teachers' professional identity, the shifts in roles indicates how teachers' identity evolved towards being an empowered mathematics teacher who design tasks and responds to students to support articulation of ideas and developing reasoning in mathematics. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01