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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. 51 |
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. 52 |
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. 84 |