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 language | English |
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Pages (from-to) | 176-183 |
Number of pages | 8 |
Journal | Proceedings of the International Group for the Psychology of Mathematics Education |
Volume | 2 |
State | Published - 2024 |
Event | 47th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2024 - Auckland, New Zealand Duration: 17 Jul 2024 → 21 Jul 2024 |
Bibliographical note
Publisher Copyright:© 2024, Psychology of Mathematics Education (PME). All rights reserved.