Arbaugh & Brown (2005) - Revision history

Raymond Johnson: Removed images

2021-05-29T20:31:07Z

Removed images

← Older revision		Revision as of 20:31, 29 May 2021
Line 1:		Line 1:
	~~[[File:Arbaugh & Brown (2005) 499.png\|240px\|thumb\|right\|Arbaugh & Brown (2005)]]~~
	{{Title\|Analyzing Mathematical Tasks: A Catalyst for Change?}}		{{Title\|Analyzing Mathematical Tasks: A Catalyst for Change?}}
	__NOTOC__		__NOTOC__

Raymond Johnson at 20:26, 29 May 2021

2021-05-29T20:26:27Z

← Older revision		Revision as of 20:26, 29 May 2021
Line 32:		Line 32:
	* Conclusion		* Conclusion

	==~~References==~~		==Cite==
	~~<gallery mode=packed heights=200px>~~
	~~File:Arbaugh & Brown (2005) 533.png\|Arbaugh-Cooney~~
	~~File:Arbaugh & Brown (2005) 534.png\|Doyle-McLaughlin~~
	~~File:Arbaugh & Brown (2005) 535.png\|NCES-Van de Walle~~
	~~</gallery>~~

	~~==Corrolary~~==
	;APA		;APA
	: Arbaugh, F., & Brown, C. A. (2005). Analyzing mathematical tasks: A catalyst for change? ''Journal of Mathematics Teacher Education'', 8(6), 499–536. doi:10.1007/s10857-006-6585-3		: Arbaugh, F., & Brown, C. A. (2005). Analyzing mathematical tasks: A catalyst for change? ''Journal of Mathematics Teacher Education'', 8(6), 499–536. doi:10.1007/s10857-006-6585-3

imported>Raymond Johnson: add images

2015-05-05T01:31:32Z

add images

← Older revision		Revision as of 01:31, 5 May 2015
Line 1:		Line 1:
			[[File:Arbaugh & Brown (2005) 499.png\|240px\|thumb\|right\|Arbaugh & Brown (2005)]]
	{{Title\|Analyzing Mathematical Tasks: A Catalyst for Change?}}		{{Title\|Analyzing Mathematical Tasks: A Catalyst for Change?}}
	__NOTOC__		__NOTOC__
Line 30:		Line 31:
	* Discussion		* Discussion
	* Conclusion		* Conclusion

			==References==
			<gallery mode=packed heights=200px>
			File:Arbaugh & Brown (2005) 533.png\|Arbaugh-Cooney
			File:Arbaugh & Brown (2005) 534.png\|Doyle-McLaughlin
			File:Arbaugh & Brown (2005) 535.png\|NCES-Van de Walle
			</gallery>

	==Corrolary==		==Corrolary==

imported>Raymond Johnson: new page

2015-05-05T00:31:12Z

new page

New page

{{Title|Analyzing Mathematical Tasks: A Catalyst for Change?}}
__NOTOC__
* Authors: [[Fran Arbaugh]] and [[Catherine Brown]]
* Journal: [[Journal of Mathematics Teacher Education]]
* Year: 2005
* Source: http://link.springer.com/article/10.1007/s10857-006-6585-3

==Abstract==
In this study we investigate a strategy for engaging high school mathematics teachers in an initial examination of their teaching in a way that is non-threatening and at the same time effectively supports the development of teachers' pedagogical content knowledge [Shulman (1986). Educational Researcher, 15(2), 4–14]. Based on the work undertaken by the QUASAR project with middle school mathematics teachers, we engaged a group of seven high school mathematics teachers in learning about the Levels of Cognitive Demand, a set of criteria that can be used to examine mathematical tasks critically. Using qualitative methods of data collection and analysis, we sought to understand how focusing the teachers on critically examining mathematical tasks influenced their thinking about the nature of mathematical tasks as well as their choice of tasks to use in their classrooms. Our research indicates that the teachers showed growth in the ways that they consider tasks, and that some of the teachers changed their patterns of task choice. Further, this study provides a new research instrument for measuring teachers' growth in pedagogical content knowledge.

==Outline of Headings==
* Introduction
** Teacher Change
** The Importance of Mathematical Tasks in Learning
** Levels of Cognitive Demand
* The Professional Development Experience
** Study Group Activities Involving the LCD Criteria
* The Study
** Data Collection and Analysis
** Analysis of Audio-Taped Interviews
** Analysis of Teacher-Generated Interview Artifacts
** Analysis of Tasks Used in Teachers' Classrooms
** Analysis of Study Group Meeting Audio Tapes
* Influences of Learning to Analyze Mathematical Tasks
** The Interview Task-Sorts
** Initial Interview Task-Sorts (Initial Sorts 1 and 2)
** Final Interview Task-Sorts (Final Sorts 1 and 2)
** Comparing the Initial and Final Interview Task-Sorts
** Two Weeks Worth of Assignments
* Discussion
* Conclusion

==Corrolary==
;APA
: Arbaugh, F., & Brown, C. A. (2005). Analyzing mathematical tasks: A catalyst for change? ''Journal of Mathematics Teacher Education'', 8(6), 499–536. doi:10.1007/s10857-006-6585-3
;BibTeX
<pre>
@article{Arbaugh2005,
author = {Arbaugh, Fran and Brown, Catherine A.},
doi = {10.1007/s10857-006-6585-3},
journal = {Journal of Mathematics Teacher Education},
keywords = {High school mathematics teachers,Mathematics teacher education,Professional development,Secondary mathematics teachers,Teacher education},
number = {6},
pages = {499--536},
title = {{Analyzing mathematical tasks: A catalyst for change?}},
url = {http://link.springer.com/article/10.1007/s10857-006-6585-3},
volume = {8},
year = {2005}
}
</pre>

[[Category:Journal Articles]]
[[Category:Journal of Mathematics Teacher Education]]
[[Category:2005]]
[[Category:Professional Development]]
[[Category:Curriculum Use]]