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The Role of the Professional Obligations for Mathematics Teaching in Mathematics Teacher Education
Mon, April 12, 11:10am to 12:40pm EDT (11:10am to 12:40pm EDT), SIG Sessions, SIG-Research in Mathematics Education Paper and Symposium SessionsSession Type: Symposium
Abstract
A growing body of research on practice-based teacher education offers guidance about how teachers learn to adopt effective teaching practices. Still under-studied is teachers’ reasoning about why they should enact particular practices, under what circumstances it makes sense (or not) to use particular practices, and what purposes those practices can serve in the context of instructional situations. The theory of professional obligations of mathematics teaching offers a way to understand these influences on teacher decision making. In this symposium, scholars will discuss how they have used this theory as a lens to understand teacher learning and decision making. Collectively, the presentations will illustrate how the theory of professional obligations of mathematics teaching can inform work with pre-service and in-service teachers.
Sub Unit
Chair
Discussant
Papers
Mathematical Problems and Mathematical Questions: Academic Tasks for Students as a Window Into the Institutional Obligations of Teaching - Daniel I. Chazan, University of Maryland
How Do College Mathematics Instructors and High School Teachers Recognize Professional Obligations of Mathematics Teaching When Making Instructional Decisions? - Inah Ko, University of Michigan; Patricio G. Herbst, University of Michigan - Ann Arbor; Mollee Schultz, University of Michigan - Ann Arbor
Understanding Preservice Teachers' (PSTs') Attention to Disciplinary and Interpersonal Obligations While Navigating Classroom Dilemmas in Early Field Placements - Kristen Bieda, Michigan State University; Rileigh Luczak, Michigan State University; Sheila Orr, Michigan State University; Fran Arbaugh, The Pennsylvania State University; Michelle Cirillo, University of Delaware
Preservice Teachers and the Obligations of Mathematics Teaching: Exploring a Promising Model of Teacher Education - Nickolaus Alexander Ortiz, Georgia State University; Kristen Bieda, Michigan State University; Michelle Cirillo, University of Delaware; Fran Arbaugh, The Pennsylvania State University
Competing Obligations for Preservice Teachers in an Immersive Field Placement Partnership - Corey M. Webel, University of Missouri - Columbia; Stephanie Hopkins, University of Missouri - Columbia