11 research outputs found
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Davida Fischman TSSA Winter 2009
Enhances faculty\u27s teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice
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Davida Fischman TSSA Winter 2011
Enhances faculty\u27s teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice
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Davida Fischman TSSA Spring 2008
Enhances faculty\u27s teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice
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Reflection on use of the Reacting to the Past pedagogy in a History of Mathematics course
This brief report provides a reflection on the use of the Reacting to the Past (RTTP) pedagogy in a History of Mathematics classroom. The conclusion is drawn that the RTTP pedagogy is very successful in engaging students in active learning, and appropriate games may be utilized to help students learn about the role of mathematics in historical developments as well as in society today
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Davida Fischman TSSA Winter 2013
Enhances faculty\u27s teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice
Recommended from our members
Davida Fischman TSSA Winter 2015
Enhances faculty\u27s teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice
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Honors Interdisciplinary Seminar Syllabus (Letters & Natural Sciences/Math)
This syllabus outline is for an interdisciplinary, upper-division Honors course to be taught in Spring 2021. The team-taught course will include two Reacting to the Past games: (1) Building the Italian Renaissance: Brunelleschi\u27s Dome & the Florence Cathedral and (2) The Trial of Galileo: Aristotelianism, the New Cosmology, and the Catholic Church, 1616-1633. The course will culminate with the design, development and enactment of a student-created Reacting game. An detailed list of student learning out is included
Using Records of Practice to Bridge from Teachersâ Mathematical Problem Solving to Classroom Practice
It is often the case that high quality mathematics education professional development involves enhancing both teachersâ content knowledge and their pedagogical skills, specifically for teaching mathematics. However, when teachers are immersed in their own learning of mathematics, they are often unaware of the facilitatorsâ instructional decisions and moves that influence their own learning outcomes, as well as how these might apply to their future teaching. Thus, while the teachers can appreciate their new understanding of content, they may not have added significantly to their understanding of the instructorâs pedagogical moves that facilitated their growth. As a result, teachers may leave even high quality professional development without assurance that they will be able to adjust their teaching in ways that support their own studentsâ meaningful learning of mathematics. In this work we describe one way in which professional development can both enhance teachersâ subject matter knowledge and help to transform these new understandings into pedagogical content knowledge; the mathematics content sessions provide the platform for reflection on pedagogy. To facilitate this reflection, a ârecord of practiceâ is created by facilitators, and thereafter utilized for participants and facilitators to identify and analyze critical moments in the mathematics content session. This paper offers two specific examples of records of practice and how they were used, as well as teachersâ reactions and insights. It also discusses various formats of records of practice, the logistics of developing them, and ends with the potential benefits of using records of practice in professional development for teachers
Teacher Learning in Lesson Study
This article documents teacher learning through participation in lesson study, a form of professional development that originated in Japan and is currently practiced widely in the US. Specifically, the paper shows how teachers in three different lesson study teams 1) expanded their mathematical content knowledge, 2) grew more skillful at eliciting and analyzing student thinking, 3) became more curious about mathematics and about student thinking, 4) emphasized studentsâ autonomous problemâsolving, and 5) increasingly used multiple representations for solving mathematics problems. These outcomes were common across three lesson study teams, despite significant differences among the teamsâ composition, leadership, and content foci