作者: Norman L. Webb , Daniel J. Heck , William F. Tate
DOI: 10.1007/978-94-011-7111-3_4
关键词: Professional development 、 Mathematics education 、 Pedagogy 、 Memphis 、 School district 、 Mathematics curriculum
摘要: In a three-year junior high school of 800 students — grades 7 (age 12), 8 13), and 9 14) located south the automobile bypass around Memphis, Tennessee, mathematics teacher in large classroom moves among her as they work groups four. Her sit at clusters desks, walls are covered with numerical charts slogans. Over past 10 years, this has made significant transformation from conducting very controlled dominated by lecturing. Now much more actively engaged learning working interacting each other. She spends less time standing front telling what to do. doing projects writing about their thinking, individually especially groups. become active professionally grants fund projects, attending professional meetings institutes, making presentations national meetings, field testing new curriculum.