Teachers' Motivations for and Enactments of Ambitious Mathematics Teaching: The Case of "Rough Draft Math" [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Jansen, Amanda; Collier, Crystal
Titel	Teachers' Motivations for and Enactments of Ambitious Mathematics Teaching: The Case of "Rough Draft Math" [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Motivation; Mathematics Instruction; Teaching Methods; Comparative Analysis; Teacher Attitudes; Thinking Skills; Educational Objectives; Student Empowerment; Books; Faculty Development; Coaching (Performance); Kindergarten; Elementary Secondary Education; Learning Experience + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Denkfähigkeit; Educational objective; Bildungsziel; Erziehungsziel; Studienberechtigung; Book; Buch; Monographie; Monografie; Lernerfahrung
Abstract	The purpose of this study was to characterize variations in how teachers enacted an approach to ambitious mathematics teaching: "rough draft math." We also examined teachers' motivations for their enactments. Thirty-two teachers from five states in the U.S.A. were recruited to participate in interviews based on recommendations from leaders of book studies focusing on this teaching practice. All participants enacted "rough draft math" by intentionally building their classroom culture to welcome students' draft thinking to achieve the goal of promoting students' productive dispositions. However, additional variations in enactments drew attention to potential tensions between multiple goals of ambitious mathematics teaching (empowering students and learning through revising). Findings suggest insights for supporting teachers' learning to teach ambitiously; findings also contribute to a knowledge base for teaching. [For the complete proceedings, see ED630210.] (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