By James G. Greeno (Ed.), Shelley V. Goldman (Ed.)
ISBN-10: 0805816593
ISBN-13: 9780805816594
The time period utilized in the identify of this volume—thinking practices—evokes questions that the authors of the chapters inside it start to solution: What are pondering practices? What may colleges and different studying settings seem like in the event that they have been prepared for the educational of pondering practices? Are pondering practices normal, or do they vary via disciplines? If there are changes, what implications do these changes have for the way we arrange educating and studying? How do views on studying, cognition, and tradition have an effect on the categories of studying stories youngsters and adults have?
This quantity describes advances which were made towards answering those questions. those advances contain numerous agendas, together with expanding interdisciplinary verbal exchange and collaboration; reconciling learn on cognition with examine on instructing, studying, and faculty tradition; and strengthening the connections among study and faculty practice.
The time period "thinking practices" is symbolic of a mix of theoretical views that experience contributed to the quantity editors' figuring out of ways humans examine, how they manage their considering within and throughout disciplines, and the way tuition studying could be higher prepared. by means of traveling via a few of the views on considering and studying that experience developed into tuition studying designs, Greeno and Goldman start to identify a body for what they're calling considering practices. This quantity is an important contribution to an issue that they suspect will proceed to become a coherent physique of medical and academic learn and perform.
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Additional info for Thinking Practices in Mathematics and Science Learning
Example text
MME workshops, elective course- 1. , teachers mentoring teachers, ongoing classroom visits by consulting teachers, tagging up). Still others represented opportunities to actually do the work of the project. For example, during the summer staff development sessions and biweekly after-school meetings, teachers undertook a number of tasks related to the development of their mathematics program. These included realigning the curricular sequence to be more attuned to students' needs and testing constraints, developing classroombased performance assessments, and designing activities to acquaint parents with the mathematics program and to recruit their support.
The teacher assistance activities also included time and encouragement for teachers to meet and work with one another. During the first two project years, selected teachers were released from a portion of their teaching duties so that they could be available to mentor their colleagues by providing materials, conducting classroom observations, or simply holding discussions with their colleagues about what was or was not going well. Teachers also met biweekly after school and for 2 or 3 weeks each summer to undertake various project-related activities.
The teachers' presentations were often of a personal nature, chronicling their struggles as they attempted to revamp their practices. For example, the title of a fall 1993 workshop given by Heather, Dorothy, and Susan was "How to Do Perform10 The reader is reminded that, because of her previous experience, Heather entered the community with an old-timerlike status. " Although the majority of the presentation consisted of mathematical ideas and examples of performance assessments that the teachers had developed, there were also many references to how things used to be in the old days, their many missteps and misgivings as they were initially designing the assessments, and their arrival at a new place where assessments were working for them without taking an undue amount of personal time.