Teacher Change in Teaching Practices Towards Developing Students’ Reasoning in Mathematics
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Research shows that formative assessment has a more powerful effect on student learning than summative assessment. This case study of an 8th grade algebra classroom focuses on how the implementation of Formative Assessment Lessons (FALs) and the participation in teacher learning communities related to FALs changed in the teacher’s instructional practices, over the course of a year, to promote students’ mathematical reasoning and justification. Two classroom observations are analyzed to identify how the teacher elicited and built on students’ mathematical reasoning, and how the teacher prompted students to respond to and develop one another’s mathematical ideas. Findings show that the teacher solicited students’ reasoning more often as the academic year progressed, and students also began developing mathematical reasoning in meaningful ways, such as articulating their mathematical thinking, responding to other students’ reasoning, and building on those ideasleading by the teacher. However, findings also show that teacher change in teaching practices is complicated and intertwined with various dimensions of teacher development. This study contributes to the understanding of changes in teaching practices, which has significant implications for teacher professional development and frameworks for investigating teacher learning.
Abstract
Research shows that formative assessment has a more powerful effect on student learning than summative assessment. This case study of an 8th grade algebra classroom focuses on how the implementation of Formative Assessment Lessons (FALs) and the participation in teacher learning communities related to FALs changed in the teacher’s instructional practices, over the course of a year, to promote students’ mathematical reasoning and justification. Two classroom observations are analyzed to identify how the teacher elicited and built on students’ mathematical reasoning, and how the teacher prompted students to respond to and develop one another’s mathematical ideas. Findings show that the teacher solicited students’ reasoning more often as the academic year progressed, and students also began developing mathematical reasoning in meaningful ways, such as articulating their mathematical thinking, responding to other students’ reasoning, and building on those ideasleading by the teacher. However, findings also show that teacher change in teaching practices is complicated and intertwined with various dimensions of teacher development. This study contributes to the understanding of changes in teaching practices, which has significant implications for teacher professional development and frameworks for investigating teacher learning.
참고문헌 (23)
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