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Creators/Authors contains: "Schwarts, G"

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  1. ; ; (, Note technique Centre scientifique et technique de lindustrie textile belge)
    Ayalon, M; Koichu, B; Leikin, R; Rubel, L; Tabach, M (Ed.)
    Building on student work (SW) in mathematics classroom discussion requires complex decision-making from mathematics teachers. Previous literature on problem-based lessons recommends selecting and sequencing pieces of SW in a way that creates a mathematical storyline, but there is rarely any empirical evidence on how mathematics teachers can master such practices. We use the case of StoryCircles, a lesson-based professional development program, to show how iterative processes in which teachers were engaging with SW assisted them in developing heuristics for a careful selection and sequencing of SW. The results show that these processes involved 1) the teachers’ emerging awareness of features of SW; and 2) an evolving capacity to relate these features to the lesson goal. We discuss design features that fostered these changes. 
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