Mathematics teachers’ learning: a conceptual framework and synthesis of research

Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality

“…In almost all countries, a variety of professional development activities exist, from very short classes to comprehensive programs (Goldsmith et al 2014;Guskey 2000). These include school-based programs, and coaching, seminars, or other types of out-and in-service training with the aim of supporting the development of teacher competencies.…”

“…Collaboration in terms of joint work on cases and practicing under supervision of colleagues seems to be particularly relevant (Boyle et al 2005). Discussions, reflection and continuous feedback seem to stimulate real changes in beliefs and routines (Goldsmith et al 2014). TIMSS included several scales that assessed both teachers' participation in formal professional development activities and their involvement in continuous and collaborative professional development activities with colleagues in the school.…”

Invited Lectures from the 13th International Congress on Mathematical Education

“…Noticing can be influenced by several factors, including mathematical knowledge for teaching (Kazemi et al 2011;Seidel and Stürmer 2014), beliefs (Erickson 2011;Goldsmith et al 2014;, prior experience (Erickson 2011), context Seidel and Stürmer 2014) and pedagogical commitment of the teacher (Erickson 2011). It is therefore important that noticing be regarded 'within the wider context of the teachers' growing knowledge (resources), goals, and orientations' (Schoenfeld 2011, p. 237).…”

An Action Research Project by Teacher Candidates and their Instructor into using Math Inquiry: Learning about Relations between Theory and Practice

“…Goldsmith, Doerr and Lewis (2014), in their review of the literature, noted that participation in a learning community was needed for teachers to develop richer understandings of mathematics teaching. Jaworski (2006) argued that inquiry (another label for a teacher learning model similar to collaborative action research) in mathematics teaching was enhanced when there is a "critical alignment" between teacher's practice and critical reflection on math teaching possibilities.…”