Faculty Scholarly Dissemination Grants
Title
Prediction Questions In The Elementary Classroom: Transitioning From A Professional Development Experience To Classroom Enactment
Department
Mathematics Department
College
College of Liberal Arts and Sciences
Date Range
2012-2013
Disciplines
Arts and Humanities | Physical Sciences and Mathematics
Abstract
There is a burgeoning concern among researchers, educators, and policymakers to develop teacher capacities through professional development (PD) as a means for improving instructional practices to increase student learning and achievement. In this paper we share results of a study, utilizing a levels of transfer framework to investigate how three elementary school teachers transition their knowledge from a PD experience into classroom practice; in particular, how does use of prediction questions serve as a catalyst for promoting reform-teaching practice?
Conference Name
34th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2012)
Conference Location
Kalamazoo, MI
ScholarWorks Citation
Billings, Esther and Kasme, Lisa, "Prediction Questions In The Elementary Classroom: Transitioning From A Professional Development Experience To Classroom Enactment" (2013). Faculty Scholarly Dissemination Grants. 1259.
https://scholarworks.gvsu.edu/fsdg/1259
