Teacher Learning Across Group and Individual Assignments: Attending and Responding to Student Mathematical Thinking

• In Event: Teaching Professional Learning in Mathematics

Abstract

This study explores the interplay between teachers’ learning in groups and individually within a Professional Development (PD) program. Data draws from a PD program for grades 5-9 mathematics teachers. Teachers completed four group assignments (student interviews aimed at attending to student thinking) and a final individual project (design and implementation of a teaching activity in response to student thinking). The group featured here progressed throughout the group assignments in the direction intended by the PD program. However, the individual final projects were clearly dissimilar and demonstrated different degrees of attention to student thinking. Our ultimate goal is to raise researchers’ awareness of the importance of engaging teachers in different kinds of activities and of assessing their learning from multiple perspectives.

Authors

• Alfredo Bautista, Nanyang Technological University

• Barbara M. Brizuela, Tufts University

• Corinne Glennie, Tufts University

• Mary Caddle, Tufts University