Teachers Engaged in Research Inquiry into Mathematics Classrooms, Grades 9-12

Laura R. Van Zoest, Western Michigan University 

Information Age Publishing | 2006 | 292 páginas | RAR - PDF | 1,8 Mb

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This book provides examples of the ways in which 9-12 grade mathematics teachers from across North America are engaging in research. It offers a glimpse of the questions that capture the attention of teachers, the methodologies that they use to gather data, and the ways in which they make sense of what they find. The focus of these teachers' investigations into mathematics classrooms ranges from students' understanding of content to pedagogical changes to social issues. Underlying the chapters is the common goal of enabling students to develop a deep understanding of the mathematics they learn in their classrooms. By opening their analysis of their classroom practice to our inspection, these courageous teachers have invited us to think along with them and to learn more about our own teaching as a result. By sharing their work, they have given the mathematics education community an important opportunity. Everyone who reads this book-teachers, researchers, teacher-researchers, policy makers, administrators, and others interested in mathematics education-can learn from the findings and the light that they shed on issues important to mathematics education. This book, and the series of which it is a part, also provides the opportunity to step back and reflect on what can be learned about research from teachers who have engaged in the process. Areas of insight include: (a) the importance of collaboration and participation in communities that value research, (b) the potential of teacher research as a way to warrant teacher practice, (c) the power of video and other artifacts of teaching to support classroom inquiry, (d) connections between teaching and research, and (e) the publication process as professional development.

CONTENTS
Introduction to the Series, Marilyn Cochran-Smith. 
Introduction to the 9–12 Volume, Laura R. Van Zoest.
Probability Simulation: What a Teaching Experiment Revealed About Student Reasoning and Beliefs, Gwendolyn Zimmermann. 
Student Understanding of the Concept of Limit in a Technological Environment, William J. Harrington. Using Research to Analyze, Inform, and Assess Changes in Instruction, Heather J. Robinson. 
From Teachers’ Conversations to Students’ Mathematical Communications, Florence Glanfield, Ann Oviatt e Darlene Bazcuk. 
Lessons Teachers Can Learn About Students’ Mathematical Understanding Through Conversations With Them About Their Thinking: Implications for Practice, Craig Huhn, Kellie Huhn, e Peg Lamb. 
Navigating the Learning Curve: Learning to Teach Mathematics Through Lesson Study, John Carter, Robert Gammelgaard, e Michelle Pope. 
Learning From Elementary School Mathematics Research: Changes in the Beliefs and Practices of Secondary School Teachers, Scott Hendrickson e Sharon Christensen, com Vicki Lyons e Adrianne Olson. 
Giving Voice to Success in Mathematics Class, P. Janelle McFeetors.
Exploring Culture and Pedagogy in Mathematics Class Through Student Interviews, Jesse Solomon. 
Teaching Mathematics With Problems: What One Teacher Learned Through Research, Nicole Garcia e Patricio G. Herbst. 
Refreshing Mathematics Instruction Through Motion, Technology, and a Research Collaboration, Apolinário Barros e Dorina Sackman. 
Collaborating to Investigate and Improve Classroom Mathematics Discourse, Maureen Grant e Rebecca McGraw. 
Professional Development as a Catalyst for Classroom Change, Michael Verkaik e Beth Ritsema.

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