Leading Mathematics Teacher Discussions during Professional Development: Challenges, Opportunities, and Discussion Sense

Autor/inn/en	Schwarts, Gil; Coles, Alf; Arcavi, Abraham
Titel	Leading Mathematics Teacher Discussions during Professional Development: Challenges, Opportunities, and Discussion Sense
Quelle	In: For the Learning of Mathematics, 42 (2022) 2, S.53-59 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Mathematics Instruction; Teaching Methods; Faculty Development; Video Technology; Mathematics Teachers; Barriers; Peer Relationship; Facilitators (Individuals); Decision Making; Geometry; Foreign Countries; Achievement Tests; Elementary Secondary Education; International Assessment; Mathematics Achievement; Science Achievement; Mathematics Tests; Science Tests; Japan; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Peer-Beziehungen; Decision-making; Entscheidungsfindung; Geometrie; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	With the proliferation of video-based professional development (PD) courses for mathematics teachers, understanding the role of the facilitators of these courses has become an emerging field of theoretical and empirical study. The purpose of this article is to address some of the challenges and opportunities that facilitation of discussions between mathematics teachers poses, by analysing catalytic episodes in which we were involved as facilitators. We offer a new construct, discussions sense, to capture the complex decision-making done by facilitators. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01