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Title: Collective curricular noticing within a mathematics professional learning community
This paper explores how a professional learning community (PLC) redesigns high school mathematics lessons towards a shared commitment. We describe the nature of a PLC’s collective curricular vision to illuminate how teachers can come to new understandings as a group in order to shift the ways students experience mathematics. Using the curricular noticing framework (attending, interpreting, and responding), we analyzed the meetings of a PLC with six teachers as they individually presented lessons to be redesigned with a focus on the group’s shared commitment. Findings indicate three ways ideas were introduced that led to expansive responses, which suggests this analytic approach could identify ways in which a PLC can work towards new curricular decisions.  more » « less
Award ID(s):
1652513
PAR ID:
10392964
Author(s) / Creator(s):
;
Editor(s):
Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; Drown, S.
Date Published:
Journal Name:
Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA)
Page Range / eLocation ID:
91-99
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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