Professional Development in Using CPM Mathematics: An Action Research Team Targets Teacher Response to Student Questions
Expanding the Literature on \u003cb\u003eCPM\u003c/b\u003e Professional Development This study was a \u003cbr\u003e\nlogical next step in research on implementation of \u003cb\u003eCPM\u003c/b\u003e curricula. Studies of \u003cbr\u003e\nimplementation recommended that within its training \u003cb\u003eCPM\u003c/b\u003e increase teacher ...
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Language:enPublished on 2008 by ProQuest
Research-based mathematics curricula hold promise for increasing student achievement and narrowing the achievement gap, but implementation is key. U.S. mathematics teachers overwhelmingly tend toward demonstration of procedures instead of promoting student problem-solving. Student questions present critical opportunities for teachers to promote learning. This qualitative action research study investigated student questions and teacher responses in College Preparatory Mathematics classes. Classes were observed to learn about the nature of student questions in CPM classes. The majority of questions observed appeared to be quick, contextual questions designed to elicit help moving forward in problem-solving. A pre-existing teacher training was modified to increase teacher knowledge of effective strategies for responding to student questions. Through the course of the intervention, teachers demonstrated greater awareness of the importance of answering student questions in ways that support independent problem-solving. Teachers largely found training modifications to be helpful in learning to respond to student questions.
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This Book was ranked 27 by Google Books for keyword cpm.
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