Becoming A Reflective Mathematics Teacher: A Guide for Observations and Self-assessment

by Artzt, Alice F.; Armour-Thomas, Eleanor

• ISBN13: 9780805830378
• ISBN10: 0805830375
• Format: Paperback
• Copyright: 2001-07-01
• Publisher: Lawrence Erlbau

Summary

Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessmentoffers what every mathematics teacher educator or supervisor has been looking for. Ideally suited for use with students who are taking a methods course or who are student teaching, this activity-oriented, research-based text: *supplies detailedobservation instrumentsthat preservice teachers can use when they observe other teachers. Each instrument focuses on a critical aspect of instructional practice in mathematics (e.g., tasks, learning environment, discourse). In addition, it requires the observer to make conjectures regarding the teachers' underlying cognitions (e.g., knowledge, beliefs, goals) that might account for the instructional practice they observe. *offersreflective activitiesthat provide a structure through which beginning teachers can think about their teaching in an insightful, thorough, and productive manner. Students can work through the activities over the period of a year. The structured observations and reflective activities are modular, and the framework applies to all observations of teaching, no matter what the instructional content. *includesguidelines and instruments for supervisorsto use when observing, conferencing with, and assessing beginning or student teachers. The unique aspect of these guidelines and instruments is the link they make between teachers' cognitions and their instructional practice. All instruments and suggested activities are couched within a highly effective framework for teacher reflection and self-assessment that was developed in the spirit of the NCTM professional teaching standards. This framework is grounded in a cognitive perspective on learner-centered teaching. In Part I, the framework is explained and its validity is documented. Part II shows how teachers can use the framework to observe other teachers' classroom work, and to reflect on their own teaching. Part III offers case studies to help readers see how the method works.

Table of Contents

List of Tables and Figures	xv
Preface	xvii
Part I: Philosophical Basis for the Model
Toward an Understanding of Student-Centered Teaching	3	(7)
A Framework for the Examination of Instructional Practice	10	(9)
A Framework for the Examination of Teacher Cognitions	19	(7)
Putting It All 'Together	26	(17)
Part II: How to Use the Model
Using the Model to Examine the Instructional Practice and Cognitions of Other Teachers	43	(43)
Using the Model to Examine Your Own Instructional Practice and Cognitions	86	(40)
Using a Portfolio to Document How You Engage in Self-Assessment and Reflection	126	(13)
Part III: Evidence: The Model in Action
Case Studies of the Model in Action: Five Cases	139	(20)
Appendix A: Research Results of Exploratory Study	159	(8)
Appendix B: Observation Forms	167	(36)
Appendix C: Observation Charts Made by Preservice Teachers	203	(4)
Appendix D: Guides and Forms for Supervised Observations	207	(16)
References	223	(8)
Author Index	231	(4)
Subject Index	235