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Creators/Authors contains: "Reinsburrow, A"

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  1. ; ; ; (, Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol 1).)
    Lamberg, T; Moss, D (Ed.)
  2. ; ; ; (, Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol 1).)
    Lamberg, T; Moss, D (Ed.)
  3. (, Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Understanding and utilizing the Five Practices for Orchestrating Productive Mathematics Discussions (Smith et al., 2009; Stein et al., 2008) has grown in importance as teachers continue to be challenged to engage their students in student-centered, discourse-based instruction. We argue that by engaging in rehearsals of the five practices and decomposing practice, the teachers are not only able to advance their understandings of each of the five practices, but also gain knowledge of its value in their classroom practice and its role in the supporting student development. Preliminary results from analysis of our online professional development suggest that participants learned more about utilizing the five practices within their classrooms and are able to share the role they believe it has in their classroom practice. 
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    Accepted Manuscript Full Text Available
  4. ; ; ; (, Society for Information Technology & Teacher Education International Conference)
    Langran, E. (Ed.)
    Virtual professional development increases meaningful and diverse learning opportunities for in-service teachers (Darling-Hammond & McLaughlin, 2011). As part of virtual professional development the participants in this study engaged in doing math collaboratively and began thinking about mathematical and pedagogical decision making within their classrooms. Preliminary results suggest that participants valued the time to think flexibly about their own work and that of others and began to learn to recognize the hidden decisions they were making when solving a problem that it may benefit their students to know. 
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    Accepted Manuscript Full Text Available