EDUC 2591 Chapter Notes - Chapter 3: Parsing
4 Jun 2020
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Document Summary
In this article we examine an analytical framework generated by secondary mathematics teachers for tracking changes to their own instructional practices across time. We describe the journey of this group of teachers through professional development focused on improving instructional practice. In the midst of that experience, teachers struggled to nd an analytical tool to examine one another"s practices of responding to students" mathematical ideas and ultimately overcame this problem by considering the practitioner literature and their own experiences. We also describe how we adapted the framework to investigate its use for detecting shifts in teachers" practices, sharing ndings obtained from its use. Lastly, we argue for this type of collaborative work with teachers as a means to develop common language for instructional practice. In typical classrooms, the most important asymmetry in the rights and obligations of the teacher and students is over control of the right to speak. And no one has any right to object.
