Expanding the instructional triangle: conceptualizing mathematics teacher development |
| |
Authors: | Kelli Nipper and Paola Sztajn |
| |
Institution: | (1) Department of Mathematics, Clayton State University, 2000 Clayton State Boulevard, Morrow, GA 30260, USA;(2) College of Education, University of Georgia, 105 Aderhold Hall, Athens, GA 30602, USA |
| |
Abstract: | As mathematics educators think about teaching that promotes students’ opportunities to learn, attention must be given to the
conceptualization of the professional development of teachers and those who teach teachers. In this article, we generalize
and expand the instructional triangle to consider different interactions in a variety of teacher development contexts. We
have done so by addressing issues of language for models of teachers’ professional development at different levels and by
providing examples of situations in which these models can be applied. Through the expansion of our understanding and use
of the instructional triangle we can further develop the concept of mathematics teacher development. |
| |
Keywords: | Instructional triangle Mathematics education Professional development Teacher development |
本文献已被 SpringerLink 等数据库收录! |
|