Mathematics teachers' perspectives on professional development around implementing high cognitive demand tasks

Handbook of Research on Teacher Education and Professional Development

Volumn , Issue , 2016, Pages 538-560

  Candela, Amber G ^a  

^a UNIVERSITY OF MISSOURI ST LOUIS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85016078694     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4018/978-1-5225-1067-3.ch030     Document Type: Chapter

References (30)

1. Boston, M. D. (2012). Middle school training manual: Classroom observations. In Instructional Quality Assessment: Rubrics Rating Academic Rigor in Mathematics.
2. Boston, M. D. (2013). Connecting changes in secondary mathematics teachers' knowledge to their experiences in a professional development workshop. Journal of Mathematics Teacher Education, 16(1), 7-31. doi:10.1007/s10857-012-9211-6
3. Boston, M. D., & Smith, M. S. (2009). Transforming secondary mathematics teaching: Increasing the cognitive demand of instructional tasks used in teachers' classrooms. Journal for Research in Mathematics Education, 40, 119-156.
4. Boston, M. D., & Wolf, M. K. (2004, April). Using the Instructional quality assessment (IQA) toolkit to assess academic rigor in mathematics lessons and assignments. Proceedings of the Annual Meeting of the American Educational Research Association, San Diego, CA.
5. Desimone, L. M. (2011). A primer on effective professional development. Phi Delta Kappan, 92(6), 68-71. doi:10.1177/003172171109200616
6. Doyle, W. (1983). Academic work. Review of Educational Research, 53(2), 159-199. doi:10.3102/00346543053002159
7. Doyle, W. (1988). Work in mathematics classes: The context of students' thinking during instruction. Educational Psychologist, 23(2), 167-180. doi:10.1207/s15326985ep2302_6
8. Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), 15-24.
9. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055. doi:10.1111/0161-4681.00141
10. Foley, G. D., Khoshaim, H. B., Alsaeed, M., & Nihan Er, S. (2012). Professional development in statistics, technology, and cognitively demanding tasks: Classroom implementation and obstacles. International Journal of Mathematical Education in Science and Technology, 43(2), 177-196. doi:10.1080/002073 9X.2011.592616
11. Gutierrez, R. (2000). Advancing African-American, urban youth in mathematics: Unpacking the success of one math department. American Journal of Education, 109(1), 63-111. doi:10.1086/444259
12. Handal, B., & Bobis, J. (2004). Teaching mathematics thematically: Teachers' perspectives. Mathematics Education Research Journal, 16(1), 3-18. doi:10.1007/BF03217388
13. Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524-549. doi:10.2307/749690
14. Johnson, C. C. (2006). Effective professional development and change in practice: Barriers science teachers encounter and implications for reform. School Science and Mathematics, 106(3), 150-161. doi:10.1111/j.1949-8594.2006.tb18172.x
15. Kitchen, R. S., Roy, F. C., Lee, O., & Secada, W. G. (2009). Comparing teachers' conceptions of mathematics education and student diversity at highly effective and typical elementary schools. Journal of Urban Mathematics Education, 2(1), 52-80.
16. Lappan, G., & Briars, D. (1995). How should mathematics be taught? In I. M. Carl (Ed.), Seventy-five years of progress: Prospects for school mathematics (pp. 131-156). Reston, VA: National Council of Teachers of Mathematics.
17. Martin, T. S. (Ed.). (2007). Mathematics teaching today: Improving practice, improving student learning. Reston, VA: National Council of Teachers of Mathematics.
18. McGee, J. R., Wang, C., & Polly, D. (2013). Guiding teachers in the use of a standards' based mathematics curriculum: Teacher perceptions and subsequent instructional practices after an intensive professional development program. School Science and Mathematics, 113(1), 16-28. doi:10.1111/j.1949-8594.2012.00172.x
19. Patton, M. Q. (2002). Qualitative Research Methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
20. Polly, D., Neale, H., & Pugalee, D. K. (2014). How does ongoing task-focused mathematics professional development influence elementary school teachers' knowledge, beliefs, and enacted pedagogies? Early Childhood Education Journal, 42(1), 1-10. doi:10.1007/s10643-013-0585-6
21. Smith, M. S., Bill, V., & Hughes, E. K. (2008). Thinking through a lesson: Successfully implementing high-level tasks. Mathematics Teaching in the Middle School, 14, 132-138.
22. Smith, M. S., Hughes, E. K., Engle, R. A., & Stein, M. K. (2009). Orchestrating discussions. Mathematics Teaching in the Middle School, 14, 548-556.
23. Smith, M. S., Hillen, A. F., & Catania, C. L. (2007). Using pattern tasks to develop mathematical understandings and set classroom norms. Mathematics Teaching in the Middle School, 13, 38-44.
24. Smith, M. S., & Stein, M. K. (1998). Selecting and creating mathematical tasks: From research to practice. Mathematics Teaching in the Middle School, 3, 344-351.
25. Smith, M. S., & Stein, M. K. (2011). Five practices for orchestrating productive mathematics discussions. Reston, VA: National Council of Teachers of Mathematics.
26. Staples, M. E., & Truxaw, M. P. (2010). The Mathematics Learning Discourse project: Fostering higher order thinking and academic language in urban mathematics classrooms. Journal of Urban Mathematics Education, 3(1), 27-56.
27. Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313-340. doi:10.1080/10986060802229675
28. Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488. doi:10.3102/00028312033002455
29. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
30. Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers' perspectives. Journal of Science Education and Technology, 20(1), 17-25. doi:10.1007/s10956-010-9230-y