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Exploring Mathematics Through Cases II
Setting

In this example, teachers from Phoenix, AZ engage in a case discussion led by facilitator, Esther Sanders. The group has been meeting and discussing cases for four years. Over time they revisit the same cases and derive additional learning. They rotate facilitation among member of the group and induct new teachers into the discussions as needed. They use a set of published cases from WestEd found in Mathematics Teaching Cases: Fractions, Decimals and Percents (Barnett, Goldstein & Jackson, 1994.)

Professional Development Strategy
Case Discussion


A teacher leader facilitates a mathematics case discussion with elementary teachers.

Goals of this Example of Professional Development

  • Deepen understanding of mathematics
  • Experience mathematics from students’ points of view to locate what is confusing and why
  • Examine various teaching strategies for both benefits and drawbacks
  • Understand how oral, symbolic, and written communication impact the mathematics learning of all students

What You Can Gain from Using this Video

 

  • See a case discussion in action
  • Gain insight into how teachers use cases of student thinking in mathematics to inquire into their practice and make connections across the curriculum
  • Listen as teachers engage in professional discourse Consider case discussion as a strategy for developing teacher leadership