Colleagues Teacher-Researchers, participants
and friends of participants of the Discussion Group #4 @PME 36/Taipei
Teaching-Research in 21st Century
The final plan of work submitted for the discussion of the group stated the following points:
¨ Creation of the Internet forum for discussions and support (www.hostos.cuny.edu/mtrj).
¨ 1st cycle-1st semester, 2nd cycle – 2nd semester. First drafts in winter to be reviewed by 2,3 of members of the group
¨ 2nd drafts ready for the PME In Germany, when we create the Working group of the book.
¨ 2013-2014 production of the book to be ready by the Fall 2014.
With this message we open the Forum created by the Mathematics Teaching-Research Journal on line (mtrj), which is located at www.hostos.cuny.edu/mtrj
One can access Forum from mtrj as well.
1. Each of us can comment an existing post or another comment; if you would like to post a new thread, please send the posting to me (firstname.lastname@example.org OR email@example.com)
and I will post it (this is the result of some, rather ridiculous security requirements implemented by the university. We do hope that in the future will have a forum where everyone will be open a new thread independently).
2. The aim of Forum Teaching-Research in 21st Century is the writing and production of the Handbook of Mathematics Teaching-Research as Adaptive Instruction (From teachers to teachers.)
The plan of the book favored at the meeting was:
Part 1–Descriptions of conducted classroom adaptive instruction cycles.
Each chapter – one description.
Part 2 –
¨ Chapter 1 – methods of diagnosis
¨ Chapter 2 – methods of design
¨ Chapter 3 – methods of classroom data collection and analysis
¨ Chapter 4 – refinements of instruction
¨ Chapter 5 – Learning Trajectories
instruction which adapts itself to the nature of mathematical thinking of students.
¨ For that to happen, teachers are going to have to find ways to attend more closely and regularly to each of their students during instruction to determine where they are in their progress toward meeting the standards, and the kinds of problems they might be having along the way. Then teachers must use that information to decide what to do to help each student continue to progress, to provide students with feedback, and help them overcome their particular problems to get back on a path toward success (Daro et al, 2011).
¨ The aim of the Handbook is to provide teachers with classroom examples of the process of adaptive instruction, that is:
¨ DIAGNOSTIC ASSESSMENT (to determine where they are in their progress;
¨ the kinds of problems they might be having along the way.)
¨ DESIGN OF INSTRUCTION IN RESPONSE TO ASSESSMENT (use that information to decide what to do to help each student continue to progress)
¨ CLASSROOM IMPLEMENTATION with data collection and fast analysis (to provide students with feedback )
REFINEMENT OF DESIGN and second implementation if needed – two TR cycles (and help them overcome their particular problems ).
NOW IS THE TIME TO ASK ANY QUESTIONS, COMMENTS CONCERNING THE TASK:
WHAT TO DO?HOW TO DO? WHAT REALLY IS THE MEANING OF TEACHING-RESEARCH? HOW DIFFERENT IS IT FROM RESEARCH?WHICH TOPICS SHOULD I CHOOSE?WHAT DOES PROFESSIONAL LITERATURE KNOW ABOUT THE TOPIC I AM INTERESTED IN?WHAT IS THE TEACHING-RESEARCH CYCLE EXACTLY?WHY TWO CYCLES ARE NECESSARY?
Let’s start working.
Teacher-Researchers of the World – Unite!