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Middle grade teachers' learning through students' engagement with modeling tasks

Doerr, Helen M. & English, Lyn D. (2006) Middle grade teachers' learning through students' engagement with modeling tasks. Journal of Mathematics Teacher Education, 9(1), pp. 5-32.

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Abstract

We report on how two middle-grade teachers supported their students' mathematical reasoning within the context of a novel modeling task in data analysis. We examine how the task features supported the development of teachers' knowledge as their students engaged with the task. Analyses of the teachers' practices suggest that the task features enabled teachers: (a) to develop new understandings of the mathematical content and the ways in which student ideas develop and are represented; (b) to adopt new roles in their interactions with the students, including a focus on listening and observing, and on asking questions for understanding and clarification; and c) to engage in forms of interpretative listening that shifted the role of evaluation from the teacher to the student.

Impact and interest:

13 citations in Scopus
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158 since deposited on 23 Feb 2009
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ID Code: 18040
Item Type: Journal Article
Additional Information: Self-archiving of the publisher-version is not yet supported by this publisher. For more information, please refer to the journal’s website (see hypertext link) or contact the author.
Keywords: Teacher development, Teacher learning, Modeling, Task features, Middle grades
DOI: 10.1007/s10857-006-9004-x
ISSN: 1386-4416
Divisions: Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2006 Springer Science + Business Media
Deposited On: 23 Feb 2009 14:20
Last Modified: 25 Mar 2013 18:08

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