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Teacher Learning Opportunities Provided by Implementing Formative Assessment Lessons: Becoming Responsive to Student Mathematical Thinking

  • Hee-jeong KimEmail author
Article

Abstract

Teachers’ ways of using curriculum materials create not only meaningful learning opportunities for students but also opportunities for teachers to learn and change their teaching practices; however, not enough research has investigated precisely how. This study investigates how teachers’ implementation of innovative curriculum materials specifically designed to support formative assessment practices provides learning opportunities for teachers to become more responsive to student mathematical thinking. 2 teachers’ regular lessons as well as those delivered using the innovative curriculum materials were observed; each teacher was observed over the course of 1 academic year. The analysis of the 2 teachers’ cases demonstrates how their different curriculum adaptation strategies led to different learning opportunities for each of them. Although teachers’ enactment of innovative curriculum materials in class naturally creates opportunities for them to learn about the mathematical content as well as their students’ mathematical thinking, these findings discuss precisely how to promote teacher learning and improvement of teaching practices using formative assessment strategies guided by curriculum materials. The implications in relation to supporting teachers’ instructional improvement while implementing reform-oriented curriculum materials, and to designing curriculum materials facilitating teacher learning, are also discussed.

Keywords

Curriculum use Formative assessment practice Responsive teaching Teacher learning opportunity Teacher change 

Notes

Funding

This paper is based upon work supported by the National Science Foundation under the Algebra Teaching Study (NSF Grant DRL-0909815 to PI Alan Schoenfeld, U.C. Berkeley, and NSF Grant DRL-0909851 to PI Robert Floden, Michigan State University), and under The Mathematics Assessment Project (Bill and Melinda Gates Foundation Grant OPP53342 to PIs Alan Schoenfeld, U.C. Berkeley, and Hugh Burkhardt and Malcolm Swan, The University of Nottingham).

Supplementary material

10763_2017_9866_MOESM1_ESM.docx (1.7 mb)
ESM 1 (DOCX 1748 kb)

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Copyright information

© Ministry of Science and Technology, Taiwan 2017

Authors and Affiliations

  1. 1.Department of Mathematics EducationHongik UniversitySeoulSouth Korea

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