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Sustainable changes in teacher practices: a longitudinal analysis of the classroom practices of high school mathematics teachers
Yasemin Copur-Gencturk - Personal Name
Anne Papakonstantinou - Personal Name
This study examines the effects of professional development on various aspects
of teachers’ mathematics instruction. Using data collected between 2005 and 2009, we
examined the extent to which the instructional practices of 49 US high school teachers who
participated in content-based, sustained professional development changed over time. We
found that changes in several aspects of their instructional practices followed somewhat
different patterns. Teachers made statistically significant and steady changes in mathematical discourse, instructional clarity, and the development of students’ mathematical
habit of mind, but not in student interactions or in the use of multiple representations.
of teachers’ mathematics instruction. Using data collected between 2005 and 2009, we
examined the extent to which the instructional practices of 49 US high school teachers who
participated in content-based, sustained professional development changed over time. We
found that changes in several aspects of their instructional practices followed somewhat
different patterns. Teachers made statistically significant and steady changes in mathematical discourse, instructional clarity, and the development of students’ mathematical
habit of mind, but not in student interactions or in the use of multiple representations.
Ketersediaan
| j308 | Perpustakaan FITK Pusat | Tersedia |
Informasi Detil
Judul Seri
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No. Panggil
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Penerbit
Springer Science Business Media : New York., 2016
Deskripsi Fisik
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Bahasa
English
ISBN/ISSN
1573-1707
Klasifikasi
NONE
Informasi Detil
Tipe Isi
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Tipe Media
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Tipe Pembawa
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Edisi
(2016) 19:575–594 DOI
Subyek
Info Detil Spesifik
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Pernyataan Tanggungjawab
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Tidak tersedia versi lain
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