Tools for Rethinking Classroom Participation in Secondary Mathematics
This article shares the
authors’ experiences in mathematics teacher education regarding professional
development for teachers with a focus on student participation as an
opportunity to learn. They describe a process through which educators can support
teachers in increasing and improving classroom participation opportunities for
their students. They present complementary tools that quantify and represent
student participation in the mathematics classroom, and they demonstrate the
effectiveness of these tools in supporting teacher growth in the context of a
professional growth project for teachers in urban secondary schools. The authors
analyze cases of two teachers in detail, using Clarke and Hollingsworth’s
(2002) Interconnected Model of Professional Growth.
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Reflections on the first three years of Mathematics Teacher Educator.