Responding to student thinking: Enhancing mathematics instruction through classroom based professional development

Nielsen, Lynne; Steinthorsdottir, Olof Bjorg; Kent, Laura

doi:10.1080/00940771.2016.1135096

Cited by 9 publications

(7 citation statements)

References 4 publications

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“…New types of professional development models such as classroom embedded professional development support RTPP by providing opportunities for teachers to learn methods for problem posing and engaging students rich mathematical discussions (Nielsen, Steinthorsdottir, & Kent, 2016). Classroom embedded professional development sessions involve teachers in the construction of problems and observation of problem posing lessons in peer-teacher's classrooms.…”

Section: Discussionmentioning

confidence: 99%

“…As Mrs. G studied ways in which students solve various proportion problems, she began to pose problems involving proportions to her students prior to telling them it was a proportion problem or any method for solving the problem. She also participated in classroom embedded lessons in which she as part of a team of teachers assisted the host teacher in observing students' constructed strategies for proportion problems and decide who the sharers should be to highlight significant proportion ideas such as unit rate (Nielsen, Steinthorsdottir, & Kent, 2016).…”

Section: Case 2: Mrs G's Sixth Grade Classmentioning

confidence: 99%

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Examining Mathematics Classroom Interactions: Elevating Student Roles in Teaching and Learning

Kent¹

2017

INT J EDUC METHODOL

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Abstract:This article introduces a model entitled, "Responsive Teaching through Problem Posing" or RTPP, that addresses a type of reform oriented mathematics teaching based on posing relevant problems, positioning students as experts of mathematics, and facilitating discourse. RTPP incorporates decades of research on students' thinking in mathematics and more recent research on responsive teaching practices. Two classroom case studies are presented. A high school unit on functions is explored utilizing individual research on the part of the teacher to enact RTPP lessons. A middle school teacher enacts a RTPP lesson on proportions and utilizes this model to bridge students' incorrect additive reasoning strategies with correct multiplicative reasoning strategies. The results showed that both teachers were able to elevate students' roles in classroom discussions through implementation of RTPP. Individual research conducted by the high school teacher informed his RTPP approach while participation in professional development sessions with a classroom embedded component influenced the middle school teacher's enactment of RTPP lessons. Both teachers used specific teacher moves within RTPP to relinquish their role as mathematics experts in order to elevate their students' roles in classroom discussions. The RTPP cycle is offered as a potential model for studying mathematics teaching and learning across a variety of secondary mathematics classrooms.

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Section: Discussionmentioning

confidence: 99%

Section: Case 2: Mrs G's Sixth Grade Classmentioning

confidence: 99%

Examining Mathematics Classroom Interactions: Elevating Student Roles in Teaching and Learning

Kent¹

2017

INT J EDUC METHODOL

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“…Each two-day follow-up session included one classroom-embedded workshop day (Levi, 2017;Nielsen et al, 2016). The classroom-embedded workshop day engaged participants with the purposeful pedagogy model within the context of an actual classroom.…”

mentioning

confidence: 99%

Replicating the CGI Experiment in Diverse Environments: Effects on Grade 1 and 2 Student Mathematics Achievement in the First Program Year

Schoen¹,

LaVenia²,

Tazaz³

et al. 2020

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This study was made possible by the collaboration and hard work of many individuals beside the study authors. We are grateful to the leaders in two school districts, principals, teachers, and thousands of first-and second-grade children and their parents or guardians who agreed to participate in the study and responded to the many waves of data requests that form the basis of this report. Many unnamed school secretaries, registrars, district-level data managers, and institutional review boards at the two school districts played important roles in providing access to critical data. We are particularly appreciative of the willingness of Linda Levi and the other members of Teachers Development Group to take part in this evaluation.

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“…The importance of the experimentation component has led to important changes in the emphasis on professional development programs. The movement away from seminar-only sessions that tend to focus more on hypothetical classroom scenarios to lesson study or classroom-embedded sessions have provided more opportunities for teachers to learn how change is possible in real classrooms with real students in real-time (Nielsen, Steinhorsdottir, & Kent, 2016;Loucks-Horsley, Love, Stiles, Mundrey, & Hewson, 2003). Allowing teachers to co-plan, and even in some cases co-teach lessons with students, can provide the impetus for them to try new methods in ways that seminar sessions fail to provide.…”

mentioning

confidence: 99%

“…Even though there are videos of students solving problems without advanced instruction, teachers initially commented, "my students would never be able to do that." The inclusion of sessions that involved participating teachers in watching their peer teachers implement problem-posing lessons became a significant component of the professional development program across the district (Nielsen, Steinhorsdottir, & Kent, 2016). Many teachers in their reflections commented that the peer classroom sessions were the most significant in their own successful implementation of the ideas presented in the professional development program.…”

mentioning

confidence: 99%

Attaining philosophical alignment: Localizing systemic change through adaptive professional development

Kent¹

2019

AIJ

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This article describes the impact of an adaptive professional development program for K-8 mathematics teachers to enhance their implementation of standards that were streamlined to promote improved student learning and achievement. Students from the participating district scored higher than the state average and a neighboring district during the three years of implementation. Survey data showed growth in teacher enactment of dynamic problem-posing lessons during the three years of professional development. Peer classroom observations and shared reviews of student work samples were considered pivotal to teachers changing their instructional practices.

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Responding to student thinking: Enhancing mathematics instruction through classroom based professional development

Cited by 9 publications

References 4 publications

Examining Mathematics Classroom Interactions: Elevating Student Roles in Teaching and Learning

Examining Mathematics Classroom Interactions: Elevating Student Roles in Teaching and Learning

Replicating the CGI Experiment in Diverse Environments: Effects on Grade 1 and 2 Student Mathematics Achievement in the First Program Year

Attaining philosophical alignment: Localizing systemic change through adaptive professional development

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