BUILDING A MATHEMATICS EDUCATION COMMUNITY THAT FACILITATES TEACHER SHARING IN AN URBAN ELEMENTARY SCHOOL
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Proceedings of theTwenty-sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
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This paper describes how teachers, as members of a mathematics education community, interpret their professional development experiences designed to facilitate teacher sharing. Project SIPS (Support and Ideas for Planning and Sharing in Mathematics Education) is a school-based professional development project designed to help teachers improve the quality of their mathematics instruction by establishing a mathematics education community within their school. Analysis of data from focus group interviews revealed that SIPS enabled teachers to learn from and support each other and helped them to collectively think about mathematics teaching and learning. Through their interpretations we learned that developing a community creates several possibilities and tensions.
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White, D. Y., Sztajn, P., Hackenberg, A. J., & Allexsaht-Snider, M. (2004). Building a mathematics education community that facilitates teacher sharing in an urban elementary school. In D. E. McDougall & J. A. Ross (Eds.) Proceedings of the twenty sixth annual meeting of PME-NA (pp. 977-983). Toronto, Canada: OISE/UT.
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