Document Type
Article
Journal Title
The Mathematics Educator
Publication Date
2019
Abstract
This article examines the professional vision of mathematics teacher developers during a professional development experience that featured observations of a content course for elementary teachers. The researchers examined whether these mathematics teacher developers viewed the demonstration class as an analysis class, a site for reflection and analysis, or a model class, an example of teaching to be emulated. Results indicated participants could hold either view and, in some cases, both. Each view provided opportunities for professional growth, but particular aspects of the experience promoted an analysis class view.
Publisher Statement
Copyright (c) 2019 Ginger Rhodes
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Recommended Citation
Rhodes, Ginger, Allyson Hallman-Thrasher, and Kyle T. Schultz. 2019. “Mathematics Teacher Developers’ Views of a Demonstration Class.” The Mathematics Educator 28 (1): 61–89. https://openjournals.libs.uga.edu/tme/article/view/2047.
Included in
Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons
Comments
The definitive article is available on the website of The Mathematics Educator at: https://openjournals.libs.uga.edu/tme/article/view/2047.
The Mathematics Educator is a peer-reviewed, research-oriented journal.