Abstract
This paper reports on a study investigating the implementation of Accountable Talk (AT) practices among elementary school mathematics teachers who participated in a video-based professional development program. In particular, the study examined whether these practices were sustained a year later and how they were adapted. The analysis of four case studies helped to categorize and characterize the sustained implementation of AT practices in elementary mathematics classrooms.
| Original language | English |
|---|---|
| Pages (from-to) | 203-210 |
| Number of pages | 8 |
| Journal | Proceedings of the International Group for the Psychology of Mathematics Education |
| Volume | 1 |
| State | Published - 2025 |
| Event | 48th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2025 - Santiago, Chile Duration: 28 Jul 2024 → 2 Aug 2024 |
Bibliographical note
Publisher Copyright:© 2025, Psychology of Mathematics Education (PME). All rights reserved.
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