Abstract
In this paper we report on changes to teachers’ practices as a result of their participation in a research-based program of professional learning focused on challenging tasks. Seventy early years teachers responded to a survey at the end of a year-long program asking them to nominate and describe the teaching practices that changed most as a result of their involvement in the program. The majority of teachers nominated each of ‘Allowing students time to struggle’ and ‘to share their thinking’ as the two practices that changed most. Qualitative responses are used to interpret the nature of and reasons for these reported changes in practice.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education |
| Editors | Mellony Graven, Hamsa Venkat, Anthony A Essien, Pamela Vale |
| Place of Publication | Pretoria South Africa |
| Publisher | International Group for the Psychology of Mathematics Education |
| Pages | 105-112 |
| Number of pages | 8 |
| Volume | 2 |
| Edition | 1st |
| ISBN (Electronic) | 9780639821535 |
| ISBN (Print) | 9780639821528 |
| Publication status | Published - 2019 |
| Event | Annual Conference of the International Group for the Psychology of Mathematics Education 2019 - University of Pretoria, Pretoria, South Africa Duration: 7 Jul 2019 → 12 Jul 2019 Conference number: 43rd https://www.up.ac.za/pme43 |
Conference
| Conference | Annual Conference of the International Group for the Psychology of Mathematics Education 2019 |
|---|---|
| Abbreviated title | PME 2019 |
| Country/Territory | South Africa |
| City | Pretoria |
| Period | 7/07/19 → 12/07/19 |
| Internet address |
Keywords
- challenging tasks
- mathematics
- Professional learning
- teacher practices
- early years