Task Design and Analysis: A Means to Increase Teacher Growth

• In Event: Roundtable Session 4
  In Roundtable Session: Research in Mathematics Education SIG Roundtable 1

Abstract

This paper shares a professional development (PD) activity that was designed to increase teacher growth, including their knowledge of mathematics, understanding of students’ cognitive activity, knowledge of good questions, and ability to develop high quality tasks. The study collected data from 28 classroom teachers and their students. Results include teachers’ initial understanding of the task and teacher’s interpretations and awareness of their student’s strategies used to solve the task. We hope that the process and findings of the study expand teacher educators’ understanding of structured approaches to link an inservice PD and teachers work context, as well as develop a better analytic framework within which teachers and teacher educators analyze student work.

Authors

• Hea-Jin Lee, The Ohio State University - Lima

• S. Asli Ozgun-Koca, Wayne State University