Papers by Chenoa Marcotte
Galileo Educational Network Association (GENA) provided professional development for three years ... more Galileo Educational Network Association (GENA) provided professional development for three years to mathematics and science teachers at a school in Calgary, Alberta. By the end of this programme teachers were interviewed with the purpose of understanding their perception of what they learned in terms of mathematics-for-teaching. We describe the professional development programme and preliminary findings from the analysis of the interviews in this report. By understanding teachers' perceptions in this case, we expect to inform future professional development programmes aimed at improving teachers ' knowledge of mathematics-for-teaching. Galileo Educational Network Association (GENA) proveyó desarrollo profesional durante tres años a profesores de matemáticas y ciencia en una escuela en Calgary, Alberta. Al término del programa los profesores fueron entrevistados con el propósito de entender su percepción sobre su aprendizaje en términos de las matemáticas para enseñar. En e...
Galileo Educational Network Association (GENA) provided professional development for three years ... more Galileo Educational Network Association (GENA) provided professional development for three years to mathematics and science teachers at a school in Calgary, Alberta. By the end of this programme teachers were interviewed with the purpose of understanding their perception of what they learned in terms of mathematics-for-teaching. We describe the professional development programme and preliminary findings from the analysis of the interviews in this report. By understanding teachers' perceptions in this case, we expect to inform future professional development programmes aimed at improving teachers' knowledge of mathematics-for-teaching. Galileo Educational Network Association (GENA) proveyó desarrollo profesional durante tres años a
ZDM, 2014
ABSTRACT This paper explores the learning of both individuals and organizations within the contex... more ABSTRACT This paper explores the learning of both individuals and organizations within the context of a 3-year professional development program for mathematics and science teachers in a middle school. We propose to extend the notion of awareness from individuals to autonomous systems as a means to study the learning of teachers, mentors, the school, and the organization that provided the program. We describe how the notions of structural determinism and co-evolution through structural coupling informed the enactment of the program, as well as how this perspective informed the design of research on teachers’ experiences of their deepening understanding of mathematics for teaching during this time. Then we elaborate on the levels of awareness developed by teachers, mentors, the school, and the organization as a result of the constant interactions and mutual influence along and beyond the program. Data consisted of post-interviews with eleven mathematics teachers, our own reflections, and the documents generated during the program.
International Journal of Interactive Mobile Technologies (iJIM), 2013
Student engagement, and in particular intellectual engagement, has been identified as a key facto... more Student engagement, and in particular intellectual engagement, has been identified as a key factor in learning at the high school level. While this type of engagement has an impact on student learning in fields related to science, technology, engineering and mathematics (STEM), it also has a positive impact on the learning of other disciplines such as English, Fine Arts, and Social Sciences. This report describes a set of projects co-designed by teachers and education specialists aimed at engaging students intellectually in each major high school subject area. Student use of mobile technologies, in this case the iPad2, features prominently in each of these projects. Interviews with teachers and students were conducted in order to identify evidence of intellectual engagement, as well as students' interactions with the mobile device. Data from a survey was also used to identify the level of engagement of students involved in these projects.
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Papers by Chenoa Marcotte