Conceptualizing the Work of Leading Mathematical Tasks in Professional Development

By Rebekah Elliott, E. Kazemi, Kristin Lesseig, J. Mumme, Cathy Carroll, Megan Kelley-Petersen. 2009

133 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/217e7645ec1d3d969a01b6d54bda80eb075381b3

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In Education

In Statistics and Probability

Citations in the corpus

Motivation and learning in an online, unmoderated, mathematics workshop for teachers (2011, background): “In their study of TPD for mathematics teachers, Elliott et al. (2009) concluded that the organization of activity in TPD should ideally be designed to offset differences of motivation and ability.”
A Framework for the Facilitation of Teachers’ Analysis of Video (2014, background): “Consistent with prior research (Borko et al., in press; Coles, 2012; Elliott et al., 2009; Zhang et al., 2011), we identified a variety of strategies, or moves, facilitators enacted to promote productive discussions of video.”
Content-Focused Coaching: Five Key Practices (2016, background): “…vision for coaching builds on but is distinct from a professional vision for teaching, thus further clarifying what effective coaches need to know and be able to do in addition to having a relatively deep understanding of content and being accomplished teachers (see Elliott et al., 2009).”
Lesson study design features for supporting collaborative teacher learning (2019, background): “Previous studies have identified the important role of facilitators in leading in-depth discussions of various student solutions and anticipated student responses, an analysis of students' mathematical thinking, and a review of students' learning progressions (Borko et al., 2014; Elliott et al., 200”
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities (2017, background): “The researchers’ comparison of preassessments and postassessments indicated that doing mathematics with a skilled facilitator resulted in modest gains in the participating teachers’ mathematical knowledge for teaching (see also Ball et al., 2008; Elliott et al., 2009; Lo et al., 2008; Suzuka et al.,”
Making Progress on Mathematical Knowledge for Teaching (2016, unknown): “to learn both the domain of teaching and the mathematical knowledge more productively (Boerst, Sleep, Ball, & Bass, 2011; Elliott et al., 2009).”