TY - JOUR
T1 - Tools for Rethinking Classroom Participation in Secondary Mathematics
AU - Rubel, Laurie H.
AU - Stachelek, Anders J.
PY - 2018/3/1
Y1 - 2018/3/1
N2 - In this article, we share our experiences in mathematics teacher education around professional development for teachers with a focus on student participation as an opportunity to learn. We describe a process through which teacher educators can support teachers in increasing and improving classroom participation opportunities for their students. We present Lesson Activity Bars and Difference in Participation Proportion, complementary tools that quantify and represent student participation in the mathematics classroom. We demonstrate the effectiveness of these tools in supporting teacher growth in the context of a professional growth project for teachers in urban secondary schools. In general, the teachers in this project increased the amounts of active participation they made available to their students. The cases of two teachers are analyzed in detail, using Clarke and Hollingsworth's (2002) Interconnected Model of Professional Growth, to add depth and nuance to our understanding of processes of teacher growth around increasing student participation opportunities in the mathematics classroom.
AB - In this article, we share our experiences in mathematics teacher education around professional development for teachers with a focus on student participation as an opportunity to learn. We describe a process through which teacher educators can support teachers in increasing and improving classroom participation opportunities for their students. We present Lesson Activity Bars and Difference in Participation Proportion, complementary tools that quantify and represent student participation in the mathematics classroom. We demonstrate the effectiveness of these tools in supporting teacher growth in the context of a professional growth project for teachers in urban secondary schools. In general, the teachers in this project increased the amounts of active participation they made available to their students. The cases of two teachers are analyzed in detail, using Clarke and Hollingsworth's (2002) Interconnected Model of Professional Growth, to add depth and nuance to our understanding of processes of teacher growth around increasing student participation opportunities in the mathematics classroom.
U2 - https://doi.org/10.5951/mathteaceduc.6.2.0008
DO - https://doi.org/10.5951/mathteaceduc.6.2.0008
M3 - Article
SN - 2167-9789
VL - 6
SP - 8
EP - 25
JO - Mathematics Teacher Educator
JF - Mathematics Teacher Educator
IS - 2
ER -