Sustainable changes in teacher practices: a longitudinal analysis of the classroom practices of high school mathematics teachers

被引：7

作者：

Copur-Gencturk Y. ^{[1
]}

Papakonstantinou A. ^{[2
]}

机构：

[1] Department of Curriculum and Instruction, University of Houston, 434 Farish Hall, 4800 Calhoun Rd., Houston, 77204, TX

[2] Rice University School Mathematics Project, Rice University, Houston, TX

来源：

Journal of Mathematics Teacher Education | 2016年 / 19卷 / 6期

基金：

美国国家科学基金会;

关键词：

High school teacher; In-service teacher education; Instructional practice; Longitudinal study; Mathematics; Professional development;

D O I：

10.1007/s10857-015-9310-2

中图分类号：

学科分类号：

摘要：

This study examines the effects of professional development on various aspects of teachers’ mathematics instruction. Using data collected between 2005 and 2009, we examined the extent to which the instructional practices of 49 US high school teachers who participated in content-based, sustained professional development changed over time. We found that changes in several aspects of their instructional practices followed somewhat different patterns. Teachers made statistically significant and steady changes in mathematical discourse, instructional clarity, and the development of students’ mathematical habit of mind, but not in student interactions or in the use of multiple representations. © 2015, Springer Science+Business Media Dordrecht.

引用

页码：575 / 594

页数：19

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