POWRE: Providing 'Invitations to Learn' to Elementary Mathematics Teachers

他的研究项目是探索教师在正式和非正式的专业发展活动中的学习情况；例如，预定的研讨会和教师关于数学教学的对话。所有的专业发展都集中在帮助教师学习使用儿童的数学思维作为参与探究的框架。数据来源包括教师的日记写作、正式访谈和研究人员-教师互动和教师-教师互动(当研究人员不在场时)的录音带。国际教师协会和教师参与者都将积极参与收集有关教师学习的数据。数据分析将(A)增加对不同环境下教师学习差异的了解，(B)有助于确定与教师作为专业发展提供者的出现有关的问题。

0075065JACOBSThis research project is an exploration of teachers' learning in both formal and informal professional development activities; for example, scheduled workshop sessions and teachers' conversations about mathematics teaching. All of the professional development is focused on helping teachers learn to use children's mathematical thinking as a framework for engaging in inquiry. Data sources include teachers' journal writing, formal interviews and audiotapes of both researcher-teacher interactions and teacher-teacher interactions (when the researcher is not present). The PI and the teacher participants will all be actively engaged in gathering data about teachers' learning. Data analysis will (a) increase understanding of differences in teacher learning across settings and (b) help identify issues related to the emergence of teachers as professional development providers.