Problem Solving as a Professional Development Strategy for Teachers: A Case Study with Fractions

Autor/inn/en	Perdomo-Díaz, Josefa; Felmer, Patricio; Randolph, Valeria; González, Guillermo
Titel	Problem Solving as a Professional Development Strategy for Teachers: A Case Study with Fractions
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 3, S.987-999 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2017.00653a
Schlagwörter	Problem Solving; Professional Development; Case Studies; Fractions; Mathematics Instruction; Mathematics Education; Questionnaires; Interviews; Mathematical Logic; Mathematics Skills; Educational Change; Active Learning; Mathematics Activities; Elementary School Teachers; Elementary School Mathematics; Mathematics Teachers; Qualitative Research; Video Technology; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Problemlösen; Case study; Fallstudie; Case Study; Bruchrechnung; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Fragebogen; Interviewing; Interviewtechnik; Mathematical logics; Mathematische Logik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bildungsreform; Aktives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Mathematics; Mathematik; Qualitative Forschung; Pädagogische Kompetenz
Abstract	In this paper we present a professional development course designed to impact on teachers' mathematical knowledge for teaching fractions. The main features of the course are the use of i) problem solving activities related with mathematical knowledge for teaching fractions ii) peer discussions and iii) monitor's interventions focused on answering with questions. The objective of this paper is to present some insights on how this type of course may contribute to the development of teachers' knowledge for teaching fractions. To do that we analyze in depth the case of one teacher, using the recording of his work during the course (video, audio, and written documents), his answers to two questionnaires and his responses to an interview six months after the course. Results show how the course's features contributed to the development of this teacher's specific fractions knowledge, knowledge of fractions and students, and of fractions and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01