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  • Maths - Promoting Conversations To Promote Teacher Thinking

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    A teacher reading re Math

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    Maths -promoting conversations to promote teacher thinking

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    A teacher reading re Math

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    22 views6 pages

    Maths - Promoting Conversations To Promote Teacher Thinking

    Uploaded by

    jrea1973
    A teacher reading re Math

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 6
    ate SNe SiNES TINNED) Denn Huinker and Janis L. Freckmann Focusing Conversations to Promote Teacher Thinking Welcome to “Supporting Teacher Learning,” a new department in Teaching Children Mathematics. The goal of this department is to serve as a resource for teacher edu- cators in their day-to-day work with prospective and practicing teachers. We broadly define “teacher educators” as college and university mathematics and mathematics education instructors, professional development providers, mathematics specialists, teacher leaders, and anyone involved in the professional education of other teachers. This first article intends to engage teacher educators in thinking about the ques- tions they pose to teachers to promote thinking, deeper discourse, and reflection on practice. The authors compare two scenarios based on debriefing teachers after classroom observations and then provide a modal for formulating well-struc- tured questions. We hope that you enjoy this first edition of “Supporting Teacher Learning.” Ed. fon fractions to a class of fourth-grade stu- dents in her ficd-experience practicum, The instructor of her mathematics methods course ‘observed the lesson. As they met in the hallway to debrief the teaching experience, the instructor began by asking, “How do you think your lesson went?” Tamara replied, “Great. 1 got through my entire lesson plan.” Tamara’s comment and the subsequent discussion revealed that she was focused on her actions as the teacher but not on the ‘dynamics of instruction (Cohen and Ball 2001). Similar conversations often have left us ponder- ing our effectiveness as. professional support providers, whether in the role of a mathematics teacher educator or a mentor, teacher leader, oF T= a preservice teacher, taught « lesson DeAnna Huinker huinkereuwm edu is» faculty member athe University of Wisconsin Mi waukee. She i engaged in the preparation of new tachors and the development of athe: ‘mates teacher leaders Janis Freckmann, feckmi@milvautee KY2 us, 9 eocher and pro- fessional support provider fr Mibwautoo Publ: Schaole. She interested inthe development ‘of teachers coaching and eaderehip stl for mathematics Edited by Dann Huinker, huikor@uwrn ede, University of Wieconsin—Mibvavkee, Mi \waukee, W 52211. Reeders are encouraged to send manuscripts appropiate fr this section {0 “Supporting Teacher Learning.” Teaching Chiran Mathematics 1806 Ascacicion Or, Peston, VA 20101 1602. 352 staff developer. What questions should we be ask- ing preservice teachers, novice teachers, and! more experienced teachers so they think more deeply about these interactions? How ean we frame these ‘conversations asa time to think together? How can Wwe support preservice and novice teachers in beginning a lifelong inquiry into their own mathe- ‘matical teaching practices? How can we support experienced teachers as they shift toward reform- oriented practices in mathematics? ‘The instructional triangle in figure 1 presents instruction as interactions among teachers, stu- dents, and mathematics (adapted from Cohen and Ball 1999 and National Research Council 2001). In our conversations with both preservi teachers and in-service teachers, focusing on hhow teachers and students attend, listen, and respond to one another while interacting with the ‘mathematics is important. The purpose of this article is tw engage professional support providers in thinking about the questions they ask that promote teacher thinking, deeper dis- ‘course, and reflection on practice. We begin with two scenarios based on debriefing classroom observations and then present a structure for for ‘mulating questions. ‘Teaching Children Mathomatice March 2004 ‘att hbo caped Wr tbned eon oy ae a we an he AN 1: Debriefing a Lesson on Comparing Fractions Alice, a preservice teacher, was working in a thind- grade classroom for “her field-experienee practicum, One of the authors had an opportunity to observe Alice teaching a lesson on comparing fractions using paper strins. Alice engaged stu- dents in small-group work and then closed the tesson with a large-group discussion. The follow- ing debriefing conversation with Alice took place after she finished teaching the lesson, Professor. Hi, Alice. Tt seems like your lesson ‘on comparing fractions went pretty well. How do you think the lesson went? Alice, Preity good. The kids liked working with the fraction strips. I had never used them before. Professor. The students really got into the class discussion, Morgan was showing everyone hhow she knew 3/8 was smaller than 3/6, I saw her lining the fraction strips up as she was explaining her thinking to Mark. Do you think Mark under- stood? Alice. Mark has trouble with fractions, He still doesn’t get it. He couldn't even fold the strips or ‘mark them correctly. Teaching Children Mathematics / March 2004 Instruction as interactions among teachers, students, and mathematics Mathematios Contont and Tasks A\ ‘Student Engagement

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