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Recording the Use of Records of Practice over time in Mathematics Teacher Education

Kathy Morris, Elementary Mathematics Methods
Sonoma State University


Kathy Morris

This website was developed by Kathy Morris as part of the Goldman-Carnegie Quest Project, and can be accessed at the following URL:

Enter Site

(this link was valid on 9/20/06)

Excerpt: Over the past two semesters, I have been experimenting with ways of utilizing on-line multimedia records of teaching practice in my elementary mathematics teaching methods course at Sonoma State University. I continue to be struck by the invisible aspects of teaching (including teaching teachers) -- specifically instructional decision making. In this website, I endeavor to represent some of what I have been learning.

This work is based on two iterations of this decision making process in the context of implementing the use of records of practice. In both instances, my students observed two math lessons taught be CASTL Scholar Mary Hurley, a 4th/5th grade teacher in Oakland Unified School District. In the Fall, my students observed two distinct instances of Mary Hurley's teaching at home. During week 2 they observed a classroom routine called "Warm Up" and week 7 they observed an math task called the "Horse Problem." They completed corresponding assignments that we discussed in class at length during weeks 3 and 8 respectively. In the Spring, I tinkered with the ways in which I incorporated Mary Hurley's teaching into my course. Again this semester, students observed the "Warm Up,", but their assignment focused their gaze differently. The "Horse Problem" was used as an in-class culminating experience - based upon the task analysis framework developed by Mary Kay Stein & Peg Smith.

Throughout this website, I will represent records of my teacher education practice that focus on the use of records of practice as a curriculum material, and will present illustrations of the corresponding pedagogical choices that are entailed in their use. There are three specific aspects of the on-going instructional planning that has occurred in my QUEST project, all of which are "invisibles" of teaching: sequencing instructional tasks in mathematics teacher education, tweaking an assignment in different instantiations, and using the same instructional rescourse in tasks for to accomplish substantially different goals in teacher education.