Mathematics teachers’ learning: a conceptual framework and synthesis of research

By Lynn Goldsmith, Helen M. Doerr, C. Lewis. 2014

246 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/b8384c4e72cd173020d323e155144919986e9816

How researchers see this paper

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In Education

1. Sigrid Blömeke
2. Corey Drake
3. Brian Doig
4. S. Groves
5. Geoffrey Hilton
6. W. Widjaja
7. Shelley Dole
8. A. Hilton

Citations in the corpus

• Teachers’ professional growth through engagement with lesson study (2017, result): “This concurs with findings from previous studies regarding the influence of prior knowledge and experience on teacher learning (e.g. Knapp et al. 2011; Clarke and Hollingsworth 2002; Goldsmith et al. 2014; Opfer and Pedder 2011).”
• Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality (2016, background): “Discussions, reflection and continuous feedback seem to stimulate real changes in beliefs and routines (Goldsmith et al. 2014).”
• A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “In a recent review of 106 studies of practicing mathematics teacher learning, Goldsmith et al. (2013) found that none of the studies that included interventions outlined an explicit theory of teacher learning that supported the intervention design.”
• Promoting middle school students’ proportional reasoning skills through an ongoing professional development programme for teachers (2016, methodology): “The model was used, and indeed corroborated, by Goldsmith et al. (2014) who synthesised research on mathematics teachers’ professional learning over the recent decades.”
• Teachers’ motivation to learn: implications for supporting professional growth (2018, background): “Similarly, research on teachers’ learning is extensive, spanning multiple fields and theories, but fundamentally absent from this literature is the motivation component of teachers’ learning (see Garet et al. 2001, Clarke and Hollingsworth 2002, Desimone 2011, Goldsmith et al. 2014).”