The program provided teachers with multiple opportunities for exploration and discussion, systematic feedback, contexts for collaboration and collegial sharing, and extended follow-up support. Participant teachers took three graduate level semester-long courses focused on mathematics and student mathematical thinking. This topic is relevant because while many studies have investigated students' difficulties with graphs, there is limited research on how teachers use graphs in their classrooms and no research on how PD impacts the way teachers use graphs in class to teach mathematics.
In this study, we analyzed how grades 5-9 mathematics teachers used graphs to teach mathematics at the start and end of a PD program.
Greater than less than equal to lesson kindergarten professional#
There are urgent calls for more studies examining the impact of Professional Development (PD) programs on teachers' instructional practices. Our ultimate goal is to encourage preschool educators to utilize multiple representations strategically within the context of whole-class and small-group activities. After describing the structure of the lesson, we analyze the activities and pedagogical strategies employed by the teacher to achieve the intended learning objectives, with special emphasis on the mediation of representations as learning tools. We analyze a lesson intended to help 4-5 year old children learn about the concept of more-or-less and about the process of determining differences between two quantities. This qualitative study illustrates specific ways in which preschool educators may utilize multiple representations to teach numeracy, thereby showing how theoretical ideas can be applied into practice. However, most classroom-based studies on representations have focused on primary and secondary levels, and there is limited literature on how preschool teachers integrate representations in regular classroom activities. Mathematics education researchers and curriculum designers have emphasized the importance of representations in fostering students' mathematical learning.
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