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Creators/Authors contains: "Ahrens, S."

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  1. ; ; ; (, Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D.; Johnson, K.; Spitzer, S. (Ed.)
    Accepted Manuscript Full Text Available
  2. ; ; ; (, Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Olanoff, D; Johnson, K; Spitzer, S. (Ed.)
    Accepted Manuscript Full Text Available
  3. ; ; ; (, Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    D. Olanoff; K. Johnson; S. Spitzer (Ed.)
    Professional development (PD) that supports faculty in teaching courses for prospective secondary teachers, especially courses focused on mathematical knowledge for teaching, are largely absent from higher education, despite the need to improve instruction in these courses. This study examines a novel PD program whose structure was inspired by rehearsals (Lampert et al., 2013). We analyzed PD discussions throughout the year using an instructional triad framework, and we interpreted the PD structure using Clarke and Hollingsworth’s (2002) Interconnected Model for Professional Growth. We suggest that a rehearsal-inspired pedagogy offered opportunities for faculty growth in attending to student contributions. 
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    Accepted Manuscript Full Text Available
  4. ; ; (, Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Sacristán, A.I.; Cortés-Zavala, J.C.; Ruiz-Arias, P.M. (Ed.)
    In our project, we develop curricular materials to support prospective secondary teachers’ development of MKT and provide professional development (PD) opportunities for instructors ho will teach with these materials. In this paper, we examine the ways in which mathematics faculty engage in the teaching rehearsal debriefs included in the PD to answer the question: To what instructional interactions do instructors of mathematics content courses attend during rehearsal debriefs enacted in PD? Findings show that mathematics instructors attend to all types of interactions but attention is influenced by instructors’ mathematical knowledge. 
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    Accepted Manuscript Full Text Available