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4:10 – 4:40 pm

Session 28 – Contributed Reports

Marquis A

Graduate studentsŐ pedagogical changes using iterative lesson study

Sean Yee, Kimberly Rogers and Sima Sharghi

Researchers at two universities implemented an iterative lesson study process with ten graduate student instructors (GSIs), five from each universityŐs mathematics department. Over the span of two weeks, each group of GSIs met with a facilitator to collaboratively plan an undergraduate mathematics lesson, implement the lesson, revise their lesson plan, reteach the lesson to another class of students, and complete a final reflection. Using a multiple case study qualitative methodology, we thematically coded GSI consistencies and revisions to lesson planning during the iterative process according to the Principles to Actions national mathematical teaching practices. At both universities there were specific teaching practices that GSIs used throughout the iterative lesson study and specific teaching practices that GSIs revised. Identifying these teaching practices offers insight into the utility and value of iterative lesson study with graduate student instructors.



Marquis B

Investigating the role of a secondary teacherŐs image of instructional constraints on his enacted subject matter knowledge

Michael Tallman

I present the results of a study designed to determine if there were incongruities between a secondary teacherŐs mathematical knowledge and the mathematical knowledge he leveraged in the context of teaching, and if so, to ascertain how the teacherŐs enacted subject matter knowledge was conditioned by his conscious responses to the circumstances he appraised as constraints on his practice. To address this focus, I conducted three semi-structured clinical interviews that elicited the teacherŐs rationale for instructional occasions in which the mathematical ways of understanding he conveyed in his teaching differed from the ways of understanding he demonstrated during a series of task-based clinical interviews. My analysis revealed that that the occasions in which the teacher conveyed/demonstrated inconsistent ways of understanding were not occasioned by his reacting to instructional constraints, but were instead a consequence of his unawareness of the mental activity involved in constructing particular ways of understanding mathematical ideas.



Marquis C

Learning to think, talk, and act like an instructor: A framework for novice tertiary instructor teaching preparation programs

Jessica Ellis

In this report I present a framework to characterize novice tertiary instructor teaching preparation programs. This framework was developed through case study analyses of four graduate student teaching assistant professional development (GTA PD) programs at institutions identified as having more successful calculus programs compared to other institutions. The components of the framework are the structure of the program, the departmental and institutional culture and context that the program is situated within, and the types of knowledge and practices emphasized in the program. In this report I characterize one of the programs involved in the development of the framework as an example of how it is used. In addition to characterizing existing programs, this framework can be used to evaluate programs and aid in the development of new novice tertiary instructor teaching preparation programs.