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Into the Swamp of Group Problem Solving: A Description of Elementary Teachers Collaboration to Enhance Their Students' Functioning in Groups - Softcover
Synopsis
Collaborative teaching and learning is advocated by many reformers of mathematics education (Schwan Smith, 2001). However, in most schools and classrooms teachers work and students learn solo. In this study Dr. Berry investigates the work done by two teams of elementary teachers as they designed classroom tools to help them support and enhance their students working in groups solving open-ended thought revealing activities (Lesh, Hoover, Hole, Kelly & Post, 2000). This research reveals the teachers' interpretations of their role in supporting and enhancing students' functioning well in groups. These interpretations are described as they are expressed in the form of two instruments designed for optimizing those roles, a group observation tool, and a teacher self-coaching tool. The teachers participated in a design research study (Collins, 1992) that included an iterative series of three situations where they expressed, tested, and revised those interpretations. This book reveals the tested and refined tools that the teams produced which expressed their ways of thinking, and the themes and trends of thinking across the development of those tools.
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About the Author
Betsy Berry (Sandra E.) Ph.D. Purdue University: Assistant Professor of Mathematics Education, Indiana University-Purdue University Fort Wayne; Experienced classroom teacher and mathematics educator; formerly K-12 Mathematics Specialist and Project Director for the Maine Mathematics and Science Alliance.
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Into the Swamp of Group Problem Solving
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Berry BetsyBetsy Berry (Sandra E.) Ph.D. Purdue University: Assistant Professor of Mathematics Education, Indiana University-Purdue University Fort Wayne Experienced classroom teacher and mathematics educator formerly K-12 Mathemat. Seller Inventory # 4978638
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Into the Swamp of Group Problem Solving
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VDM Verlag Dr. Mueller Aktiengesellschaft & Co. KG, 2011
ISBN 10: 3639334914
ISBN 13: 9783639334913
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Into the Swamp of Group Problem Solving
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VDM Verlag Dr. Mueller Aktiengesellschaft & Co. KG, 2011
ISBN 10: 3639334914
ISBN 13: 9783639334913
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Condition: New. Print on Demand pp. 196 2:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on Creme w/Gloss Lam. Seller Inventory # 131801356
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Into the Swamp of Group Problem Solving
Published by
VDM Verlag Dr. Mueller Aktiengesellschaft & Co. KG, 2011
ISBN 10: 3639334914
ISBN 13: 9783639334913
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Softcover
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Into the Swamp of Group Problem Solving | A Description of Elementary Teachers Collaboration to Enhance Their Students' Functioning in Groups
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Taschenbuch. Condition: Neu. Into the Swamp of Group Problem Solving | A Description of Elementary Teachers Collaboration to Enhance Their Students' Functioning in Groups | Betsy Berry | Taschenbuch | Englisch | VDM Verlag Dr. Müller | EAN 9783639334913 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu. Seller Inventory # 107076453
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Into the Swamp of Group Problem Solving : A Description of Elementary Teachers Collaboration to Enhance Their Students' Functioning in Groups
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Collaborative teaching and learning is advocated by many reformers of mathematics education (Schwan Smith, 2001). However, in most schools and classrooms teachers work and students learn solo. In this study Dr. Berry investigates the work done by two teams of elementary teachers as they designed classroom tools to help them support and enhance their students working in groups solving open-ended thought revealing activities (Lesh, Hoover, Hole, Kelly & Post, 2000). This research reveals the teachers' interpretations of their role in supporting and enhancing students' functioning well in groups. These interpretations are described as they are expressed in the form of two instruments designed for optimizing those roles, a group observation tool, and a teacher self-coaching tool. The teachers participated in a design research study (Collins, 1992) that included an iterative series of three situations where they expressed, tested, and revised those interpretations. This book reveals the tested and refined tools that the teams produced which expressed their ways of thinking, and the themes and trends of thinking across the development of those tools. Seller Inventory # 9783639334913