NAVIGATING THE JOURNEY FROM PROFESSIONAL DEVELOPMENT TO THE CLASSROOM: ACCOUNTABLE TALK IMPLEMENTATION IN PRIMARY MATHEMATICS CLASSES

Merit Deri*, Ronnie Karsenty, Baruch B. Schwarz

*Corresponding author for this work

Research output: Contribution to journalConference articlepeer-review

Abstract

Orchestrating high-quality dialogic discourse in primary mathematics classes is a considerable challenge for teachers. Research on the design and impact of professional development (PD) programs aimed at this challenge is limited. In particular, studies examining the trajectory of change in teachers’ quality of discourse during and after PD programs are scarce. Our research focused on a specific type of discourse named Accountable Talk (AT). In this report we describe the cases of two mathematics teachers who participated in a PD program around AT. We followed them into their classes, to assess the impact of the PD on the quality of the discourse. Findings point to factors that may affect teacher learning and implementation of AT.

Original languageEnglish
Pages (from-to)176-183
Number of pages8
JournalProceedings of the International Group for the Psychology of Mathematics Education
Volume2
StatePublished - 2024
Event47th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2024 - Auckland, New Zealand
Duration: 17 Jul 202421 Jul 2024

Bibliographical note

Publisher Copyright:
© 2024, Psychology of Mathematics Education (PME). All rights reserved.

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