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ARISE / Annotated Bibliography / Beginning High School Teachers’ Organization of Students for Learning and Methods for Teaching Mathematics

Beginning High School Teachers’ Organization of Students for Learning and Methods for Teaching Mathematics

Summary

We observed eight beginning secondary mathematics teachers’ classrooms to investigate ways in which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. We found that beginning teachers frequently organize their students to learn, coupled with an abundance of teacher directed instruction. Differences in organizations, teaching methods, and associated learning opportunities between course levels also exist. Implications for supporting practicing teachers and preparing prospective teachers to establish collaborative learning environments and utilize student centered teaching methods are discussed.

Authors

Derek Williams, Michele Cudd, Karen Hollebrands, Hollylynne Lee

Organization/Affiliation

Montana State University, North Carolina State University

Year

2020

Noyce Award Number

1240003

Grade Level

High School (preparation to teach)

Discipline

Mathematics

Resource Type

Article - Peer-reviewed Journal

URL

https://revistaseug.ugr.es/index.php/pna/article/view/pna.v15i1.10748

Citation

Williams, D. A., Cudd, M. D., Hollebrands, K., & Lee, H. S. (2020). Beginning high school teachers’ organization of students for learning and methods for teaching mathematics. PNA Journal of Research in Mathematics Teaching 15(1), 51-68.

Content Focus

Pedagogy

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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