Elementary Mathematics Teacher Planning Sessions as Professional Opportunities to Learn to Improvise While Teaching

• In Event: 16.062 - Poster Session 2
  In Poster Session: 16.062-2 - Division K Section 8 Poster Session 4

Abstract

Teaching is complicated and uncertain. This study examines how elementary mathematics teachers in different career stages learn in job-embedded professional development sessions to become more prepared for the uncertainty and improvisation of teaching. Specifically, this study illustrates how discussions with a facilitator and coaches while planning support teachers to further develop their understanding of students’ mathematical thinking and teaching complexities. Analysis of conceptual resources reveals broadly four kinds of opportunities to learn for teachers: Reflection, Attention, Anticipation and Negotiation. These four kinds of conceptual resources were distributed similarly and differently within two teachers’ cases. Furthermore, these resources are connected in particular ways within an experienced teacher’s learning. Implications for support of teachers at different stages in different ways are discussed.

Authors

• Hee-Jeong Kim, Hongik University, South Korea

• Michelle Metzer, University of Nebraska - Lincoln

• Ruth M. Heaton, University of Nebraska - Lincoln