Becoming a reflective mathematics teacher : a guide for observations and self-assessment / Alice F. Artzt, Eleanor Armour-Thomas.

Format:

Book

Author/Creator:

Artzt, Alice F.

Contributor:

Armour-Thomas, Eleanor.

Series:

Studies in mathematical thinking and learning

Language:

English

Subjects (All):

Mathematics--Study and teaching--Evaluation.

Mathematics.

Mathematics teachers--Psychology.

Mathematics teachers.

Psychology.

Physical Description:

xxi, 238 pages : illustrations ; 24 cm.

Place of Publication:

Mahwah, N.J. : Lawrence Erlbaum Associates, 2002.

Summary:

Presents a framework, in spirit of NCTM professional teaching standards for secondary math teachers, for self-assessment & structural reflection, and a model teachers can use to study other teachers' and their own cognitions and instructional practices.

Contents:

Part I Philosophical Basis for the Model

1 Toward an Understanding of Student-Centered Teaching 3

Instructional Practice in Mathematics 3

Teaching Is More Than Meets the Eye 4

The Challenge of Facilitating Student-Centered Teaching 5

Definition of Reflection and Self-Assessment 7

Learning Experiences for Promoting Teacher Growth 8

2 A Framework for the Examination of Instructional Practice 10

Lesson Phases 11

Lesson Dimensions 12

Tasks 12

Learning Environment 14

Discourse 16

3 A Framework for the Examination of Teacher Cognitions 19

Overarching Cognitions 21

Goals 21

Knowledge 22

Beliefs 22

Teacher Cognitive Processes 23

Preactive Stage: Planning 24

Interactive Stage: Monitoring and Regulating 24

Postactive Stage: Evaluating and Revising 25

Instructional Practices and Underlying Cognitions of Teachers in the Student-Centered (SC) Group 28

Preactive 29

Interactive 29

Postactive 29

Instructional Practices and Underlying Cognitions of Teachers in the Teacher-Centered (TC) Group 30

Preactive 30

Interactive 31

Postactive 32

Instructional Practices and Underlying Cognitions of Teachers of the Mixed (M) Group 32

M1 Group 32

M2 Group 34

Part II How to Use the Model

5 Using the Model to Examine the Instructional Practice and Cognitions of Other Teachers 43

Observation 1 Nature of the Content (Tasks) 44

Observation Procedure 44

Observation Example 45

Observation 2 Questioning (Discourse) 47

Observation Procedure 48

Observation Example 49

Observation 3 Motivation and Teaching Strategies (Tasks, Learning Environment, Discourse) 52

Observation Procedure 52

Observation Example 53

Observation 4 Homework (Tasks, Learning Environment, Discourse, Phases, Monitoring, Regulating) 56

Observation Procedure 57

Observation Example 58

Observation 5 Use of Class Time (Phases, Tasks, Learning Environment, Discourse) 61

Observation Procedure 61

Observation Example 62

Observation 6 Verbal Behavior of Individual Students (Discourse) 63

Observation Procedure 64

Observation Examples 65

Observation 7 Task Orientation of Individual Students (Tasks, Learning Environment, Discourse) 68

Observation Procedure 68

Observation Examples 69

Observation 8 Assessment (Monitoring and Regulating) 71

Observation Procedure 72

Observation Examples 73

Observation 9 Teacher Expectations and Stereotyping (Discourse, Tasks) 76

Observation Procedure 78

Observation Examples 79

Observation 10 Culminating Observation 81

Observation Procedure 81

Observation Example 82

6 Using the Model to Examine Your Own Instructional Practice and Cognitions 86

Reflection and Self-Assessment with the Assistance of a Supervisor or Cooperating Teacher 87

Prelesson Thoughts: Reflecting on Your Preactive and Interactive Cognitions Before Teaching a Lesson 87

Creating a Lesson Plan Consistent with Your Cognitions 99

Reflecting on Your Instructional Practice During the Lesson: Monitoring and Regulating 101

Reflecting on Your Instructional Practice After the Lesson: Evaluating and Revising 101

An Example of Using All Elements of the Model Together in a Supervised Lesson 110

Reflection and Self-Assessment with Peers 115

Reflection and Self-Assessment Through the Use of a Videotape 118

Reflection and Self-Assessment Through Journal Writing 122

7 Using a Portfolio to Document How You Engage in Self-Assessment and Reflection 126

Lesson Plan 128

Homework Assignment 130

Long-Term Project 132

Critique of a Section of a Textbook 136

Part III Evidence: The Model in Action

8 Case Studies of the Model in Action: Five Cases 139

The Case of Maria: How Knowledge and Beliefs Affect Discourse 140

Identifying the Problem 140

Owning the Problem and Searching for a Resolution 141

Growth in Self-Understanding 142

The Case of Iris: Difficulty in Monitoring and Regulating Instruction 143

Identifying the Problem 144

Owning the Problem and Searching for Resolution 144

Growth in Self-Understanding 145

The Case of Mindy: How Beliefs Affect Motivational Tasks 146

Identifying the Problem 146

Owning the Problem and Searching for Resolution 148

Growth in Self-Understanding 148

The Case of Elizabeth: How Goals Affect the Learning Environment 149

Identifying the Problem 150

Owning the Problem and Searching for Resolution 150

Growth in Self-Understanding 150

The Case of Kyungso: How Beliefs Affect Classroom Practice 152

Identifying the Problem 152

Owning the Problem and Searching for Resolution 155

Growth in Self-Understanding 156

Appendix A Research Results of Exploratory Study

A-1 Summary of Patterns of Lesson Dimensions 161

A-2 Summary of Patterns of Cognitions 164

Appendix B Observation Forms

B-1 Observation 1: Nature of the Content (Tasks) 169

B-2 Observation 2: Discourse 171

B-3 Observation 3: Motivation and Teaching Strategies (Tasks, Learning Environment, Discourse) 177

B-4 Observation 4: Homework (Tasks, Learning Environment, Discourse, Phases, Monitoring, Regulating) 179

B-5 Observation 5: Use of Class Time (Phases, Tasks, Learning Environment, Discourse) 182

B-6 Observation 6: Verbal Behavior of Students (Discourse) 184

B-7 Observation 7: Task Orientation of Students (Tasks, Learning Environment, Discourse) 187

B-8 Observation 8: Assessment (Monitoring and Regulating) 190

B-9 Observation 9: Teacher Expectations and Stereotyping (Discourse, Tasks) 193

B-10 Observation 10: Culminating Activity 198

Appendix C Observation Charts Made by Preservice Teachers

C-1 Verbal Interaction Chart 204

C-2 Line Graph of At-Task Behaviors 205

C-3 Chart and Line Graph of At-Task Behaviors 206

Appendix D Guides and Forms for Supervised Observations

D-1 Guide for Observation Written Reports and Conference 209

D-2 Written Observation Report Before the Lesson 211

D-3 Written Observation Report After the Lesson 213

D-4 Self-Assessment of Instructional Practice 215

D-5 Summary Self-Assessment Form 217

D-6 Evaluation of Teacher Cognitions 219

D-7 Videotaped Lesson

Final Conference 221.

Notes:

Includes bibliographical references (pages 223-230) and indexes.

ISBN:

0805830375

OCLC:

45532472